In a world of growing uncertainty and rapid change, we have to educate young people being able to grasp the complexity and contribute to future developments. But if we want students to become real change agents, we have to design learning at universities to foster transformative competencies, which can only develop through putting new knowledge into action. However, this is absolutely necessary to meet the demands of the industrial world and society in general.
　
　From a perspective of learning and cognition, it’s clear that teaching strategies differ widely in their effect of supporting the development of the needed competencies. For example, according to evidence from research, simply listening to presentations hardly leads to the acquisition of new knowledge, if there is no room for students to actively process the information.
　
　How can we assure learning gain at university? What are the basic principles of good teaching according to learning research? how can we make learning visible, and how can we actively involve students, for example in lecture halls? Many higher education institutions around the world are dealing with questions like these. In this presentation, these topics are discussed regarding the situation at Swiss Universities. Research in cognition and learning is used as a source of inspiration to derive teaching strategies. Examples from a Swiss University are presented.
　
　Please make sure to bring your own device (notebook, tablet, convertible or the like) with internet access. You will experience an activating presentation where you can participate in live activities as examples for you to use with your students.