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Saxion University of Applied SciencesExpertise Center for Educational Innovation
Research group Educational Transition
Institutional and Faculty Development in Higher Education
The strategic role of an Educational center
Dr. Cees Terlouw
Expertise Center for Educational Innovation Research group Educational Transition
Introduction 1. Case ‘competence learning’ 2. Bologna Process and Russian Higher Education 3. Innovation projects in the Netherlands 4. Mini multiple choice test 5. Three examples of innovative Instructional
Design 6. Proposition 7. Educational Center 8. Conclusions 9. General Discussion 10. Closing
Expertise Center for Educational Innovation Research group Educational Transition
1. Case competence learning Dimitri P. (32, sociologist) and
Olga G. (34, economist), both researcher and teacher, like to combine their courses in a new English course (10 ECTS). Students could then attain the (international ) basic competence to execute a socio-economic analysis of an urban environment. Moreover, they want to include teacher and student mobility with an European university. After one year of delibration with (elder) colleagues and management it appears to be impossible to design and deliver such a course.
How to explain the failure?
Expertise Center for Educational Innovation Research group Educational Transition
2. Bologna Process and Russian Higher Education Bologna Process: towards the European Higher
Education Area Start: Bologna Declaration (June 1999) Series of reforms to make European Education for
students and scholars of other continents: More compatible and comparable More competetive More attractive
Matching with the best performing systems in USA and Asia
Three overarching objectives from the start: Three cycle system (bachelor / master / doctorate) Quality assurance Recognition of qualifications and periods of study
Expertise Center for Educational Innovation Research group Educational Transition
Expertise Center for Educational Innovation Research group Educational Transition
1. Bologna Process and Russian Higher Education Some Priorities 2009 – 2019(Leuven Communiqué)
Lifelong LearningEmployabilityStudent-centered learning and the
teaching mission of HEEducation, research, and innovation International opennessMobility
Expertise Center for Educational Innovation Research group Educational Transition
1. Bologna Process and Russian Higher Education Top – Down process: governmental
initiativeBologna Process results are limited
» Cultural barriers» Low level of international integration of the
Russian economy Bottom-up process: regional projects
(Tacis / Tempus-Tacis projects) Impulse for freedom of movement,
modernization, and staff developement(Telegina & Schwengel, 2012)
Expertise Center for Educational Innovation Research group Educational Transition
1. Bologna Process and Russian Higher Education
Educationalist / instructional designer in between
Educationalist / instructional designer as a ‘ratman’
Expertise Center for Educational Innovation Research group Educational Transition
3. Innovation projects in the Netherlands 1. Blended IT-projects : IT as tool in different kinds of
learning environments (SURF) Applying 4K resolution-video Cooperative learning with Google Docs Personal Learning environment Platform for learning using social networks Student communication using Google Apps Mobile video conferencing for international
cooperation or in a special domain (care) Reflective tools for study choice Online masters Virtual classroom
Expertise Center for Educational Innovation Research group Educational Transition
3. Innovation projects in the Netherlands 2. Activating, motivating and inspiring education for
study success in bachelor All kinds of pedagogical projects in faculty courses
in order to promote:» motivation, » time-on-task behaviour, » deep learning, » really practicing, » asking and using feedback, » preparing for assessment, » learning and using successful study skills,
» independent learning, etc.
Expertise Center for Educational Innovation Research group Educational Transition
3. Innovation projects in the Netherlands
Assisting in study choice process in secondary education
Transition programs to Higher Education Academic and social integration Study career counseling International cooperation (mobility) Choice modules Student involvement in research projects (junior
researcher) Integrating labour market for shorter and longer
apprenticeships, lectures, visits, projects, assignments
Talent (honours) programs Variants of Project Education en Problem Based
Learning
Expertise Center for Educational Innovation Research group Educational Transition
3. Innovation projects in the Netherlands 3. Assessment and testing: policy and
tools 4. Efficiency for teachers and students
Reducing teaching loadEfficient studying (e.g. time
management)Efficient organisation (schedule) of
curriculum, courses, assesment, and information
5. Using evaluative information sources for improvement
Expertise Center for Educational Innovation Research group Educational Transition
3. Innovation projects in the Netherlands
6. Staff development Starting teachers ‘Star’ teachers (the best) PhD-students Researchers Students as peer teachers Educational managers Professors
Expertise Center for Educational Innovation Research group Educational Transition
4. Mini multiple choice test
1. Innovation projects such as in Dutch Higher Education are in my university A. possible (of course: with hard working and a lot
of improvisation!) B. possible if there is time and money C. possible if besides time and money also
organizational conditions are fulfilled D. impossible, because management and the
teaching staff are not interested; a lack of an innovative attitude
E. impossible, because of the economic situation in Russia
F. impossible, because it is too neo-liberal, Western-oriented
G. Other:…………………………………………………………………
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#1) Example 1: Discovering and Designing the
relevant Competences for courses and a faculty program Technical Universities (NL)
» System of criteria for bachelor and master in terms of competences (Meijers et al, 2003)
Universities of Applied Sciences (Higher Professional Education» HPE competences (HBO-Council, 2012)
Using the general framework of competences for determining the relevant competences in some course of program
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#1) Academic Competences for Higher Education
» Disciplinary baggage: disciplinary knowledge, skills, and attitudes. Methods and techniiques of the field
» Doing research: gaining knowledge and new insights in a goal-oriented methodical way
» Designing: establishment of new or amended artefacts (e.g. policy; social structure, organization, ID, IT-tools) or systems in order to solve a problem
» Doing science: insight in scientific methods (including modeling), familiarity with the scientific body of thought with respect to intersubjectivity, realibility, etc.
» Reasoning and reflecting: logical reasoning and reflecting on thinking and acting in research and design
» Cooperating and communicating: work together with and for others
» Looking back and looking forward: taking due account of the temporal dimensions, because views and methods have their origins and decisions beat their consequences in time
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#1) Each program / course has a certain profile in these
areas Each learning target is substantiated in a list of criteria Each learning target criteria are considered with
respect to Competence: does it concern knowledge, skill and/or
attitude Horizon: focus on discipline, its scientific area, its
social context Abstract / Concrete: does it concern specific cases
or a general theory or approach Analytic / Synthetic: does it concern the analysis of
a problem, or the making of a model, an approach or a design
Questionnaire / interview Visualization of the profile (radar plot)
Expertise Center for Educational Innovation Research group Educational Transition
Determination of the relevant competences
Expertise Center for Educational Innovation Research group Educational Transition
Determination of the relevant competences
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#2) Example 2: Designing for a ‘class’ of
competence problemsLearning to solve methodically domain
specific problems (science calculation and explanation problems, design- and research problems)
Learning to communicate (oral and written)
Learning of professional competencesLearning of fundamental knowledge in
relation with project skills
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#2)
Competence = Problem solving cycle
Competence=problem solving cycle
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#2)
Seven core topics for ID in Higher Education for learning competences1. Orienting on a conceptual
network and on a methodical approach
2. Operationalizing explicit and implicit knowledge
3. Practice with knowledge & skills with assigments, cases, etc. and using feedback given
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#2) 4. Assessing learning results:
intermediate and final 5. Utilizing societal, social and situation
specific contexts in which the competences should be performed for practice and assessment
6. Reflection on learning results and learning process in order to improve the own learning approach
7. Phasing learning the competence in the curriculum by utilizing learning lines
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#2)
Theoretical backgroundVygotskyGal’PerinPodolskijEngeströmSocial-Constructivism
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#3) Example 3: Designing a Learning Line for
learning to be an entrepreneur
Learning line with three educational partners in order to build up the competence
Competence ‘entrepreneurship’ Instructional and Learning
arrangements for learning the competence
Assessment
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#3) (a) Learning line with three educational
partners
Junior Secondary education (12-15)
Senior Secondary education (15-18)
Higher Professional educa-tion (18 up)
Firms /Labour Market
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#3)
(b) Competence of entrepre-neurship to be defined based on a model
Expertise Center for Educational Innovation Research group Educational Transition
(c) Instructional and Learning arrangements for Education and
FirmsA. Really experienced reality
B. Transferred reality
C. Simulated reality
1. Firm visit 1. Expert meetings and interviews
1. Simulation
2. Independent disclosure of firm information
2. Firm presentation
2. Role play
3. Firm Practicum 3. Information exchange using IT / social media
3. IT-applications / 2nd world
4. Firm Project
5. Three examples of innovative Instructional Design (#3)
Expertise Center for Educational Innovation Research group Educational Transition
5. Three examples of innovative Instructional Design (#3)
(d) Assessment Authentic situation in which the
competence must be demonstrated
E.g.»Writing a business plan»Participating in simulation / role play»Founding and running a small online
firm with an own product (for a period of time) + report
Expertise Center for Educational Innovation Research group Educational Transition
6. Proposition
Instructional Design concerns a systematic approach for durably solving a problem in the educational practice with all practioners involved taking into account the constraints at different levels of the educational system.
Expertise Center for Educational Innovation Research group Educational Transition
7. Educational Center Expertise (master and PhD-level)
Instructional Design for courses and curriculum» General / Domain specific» IT-applications» Relationships with others: schools, organisations
in the labour market, internationalisation / mobility
Evaluation, Assessment & Testing» Tool design» Data analysis and reporting
Solving complex domain problems Self Assurance / Accreditation process Staff development
Expertise Center for Educational Innovation Research group Educational Transition
7. Educational Center Way of working
Practice oriented, scientific: solving a problem in the educational practice with a scientific approach
Joint projects with members of a faculty group based on a policy assignment of the faculty management
Active looking for regional, national, and international funds for the joint projects
Durable solutions Direct advice (help desk, using IT) and advice
on the short and long term
Expertise Center for Educational Innovation Research group Educational Transition
8. Conclusions 1. Institutes and faculties should develop
educationally in order to be a real participant of the European Higher Education Area;
2. Instructional designers take a bottom-up approach with the directly involved persons taking into account top-down frameworks;
3. Russian instructional designers can use ‘good pracices’ from other European countries as an inspiration and a starting point for the own local situation;
4. An Educational Center with sufficient high level expertise is necessary for durable joint ID-projects.
Expertise Center for Educational Innovation Research group Educational Transition
9. General Discussion
Expertise Center for Educational Innovation Research group Educational Transition
10. Closing
Institute
Faculty
Educat
ional
center
Saxion University of Applied SciencesExpertise Center for Educational Innovation
Research group Educational Transition
Thanks for your attention Cees Terlouw
E-MAIL : [email protected]