-During the tutorial, Mariëlle described her experience with teaching courses and leading education programs for life-long learning. Her employer - University of Twente - declared Life Long Learning (LLL) the fourth pillar of activity, in addition to initial education, research, and societal relevance, under the motto "We are not done learning when we are 25!"; Mariëlle is the director of Life Long Learning at the university, in addition to being a professor of Risk Management for Hightech Systems. The are numerous formats for LLL, among them creating tailored courses for specific companies, devising executive MSc programs and Engineering doctorates for professionals, or even supporting learning communities, where people with shared interests learn from and with each other. Mariëlle's approach in teaching courses (in Risk Management and in Risk Models) consists in holding interactive workshops where mini- or midi-lectures are held, followed by groups of participants applying the concepts learnt into case studies of their choice. The courses typically contain also the presentation ("pitching") of these case studies by each student group. The topics are general enough to be applicable in numerous fields; participants like that the difficulty level is not high (especially in Risk Management topics) and their usefullness is clear. Risk models are more complex than risk management topics, including even some formal aspects, such as probability theory; however, people are motivated by the fact that these models were developed in industry. Participants prefer to create risk models rather than analyzing them and find as very important the skill of choosing which model is important for a particular problem. This is a general finding of teaching for professionals: finding what motivates them and what they find useful in their particular field of activity. This task is for the teacher, since companies do not know - in general - what they want or need to learn. The infrastructure for organising these courses is also significant, involving workflows outside the teacher's field of expertise, such as signing contracts, setting up payments, even finding clients for LLL. The results from LLL are somewhat different than from regular university programs. The executive master programs award degrees as a completion of the studies, while tangible results from courses are certificates (with "University of Twente" on them) as well as so-called "microcredentials" or "edubatches" that are recognised as proof of compliance in various companies. A great outcome is that people in industry can be promoted based on such results. An open question arises in the context of Formal Methods, whether we can create courses and maybe even master programs that are accessible to people in various lines of work.
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