5. Three examples of innovative Instructional Design (#2)

Saxion University of Applied Sciences

Expertise 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

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



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 socioeconomic 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?



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






Higher Education

 Some Priorities 2009 – 2019

(Leuven Communiqué)

 Lifelong Learning

 Employability

 Student-centered learning and the teaching mission of HE

 Education, research, and innovation

 International openness

 Mobility




Higher Education

 Top – Down process: governmental initiative

 Bologna Process results are limited

» Cultural barriers

» Low level of international integration of the Russian economy

 Bottom-up process: regional projects

Tempus-Tacis projects)

(Tacis /

 Impulse for freedom of movement, modernization, and staff developement

(Telegina & Schwengel, 2012)



1. Bologna Process and Russian Higher Education

Educationalist / instructional designer in between

Educationalist / instructional designer as a ‘ratman’



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




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 .




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




Netherlands

 3. Assessment and testing: policy and tools

 4. Efficiency for teachers and students

 Reducing teaching load

 Efficient studying (e.g. time management)

 Efficient organisation (schedule) of curriculum, courses, assesment, and information

 5. Using evaluative information sources for improvement




Netherlands



6. Staff development

 Starting teachers

 ‘Star’ teachers (the best)

 PhD-students

 Researchers

 Students as peer teachers

 Educational managers

 Professors



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:…………………………………………………………………



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





 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





 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)



Determination of the relevant competences



Determination of the relevant competences





 Example 2: Designing for a ‘class’ of competence problems

 Learning to solve methodically domain specific problems (science calculation and explanation problems, design- and research problems)

 Learning to communicate (oral and written)

 Learning of professional competences

 Learning of fundamental knowledge in relation with project skills



5. Three examples of innovative Instructional Design (#2)

Competence = Problem solving cycle

Competence=problem solving cycle





 Seven core topics for ID in Higher

Education for learning competences

 1. 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





 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







Theoretical background

 Vygotsky

 Gal’Perin

 Podolskij

 Engeström

 Social-Constructivism





 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





 (a) Learning line with three educational partners

Firms /Labour Market

Junior

Secondary education

(12-15)

Senior

Secondary education

(15-18)



Higher

Professi onal education (18 up)



(b) Competence of entrepreneurship to be defined based on a model



5. Three examples of innovative Instructional Design (#3)

(c) Instructional and Learning arrangements for Education and Firms

A. Really experienced reality

B. Transferred reality C. Simulated reality

1. Simulation 1. Firm visit 1. Expert meetings and interviews

2. Independent disclosure of firm information

3. Firm Practicum

2. Firm presentation

4. Firm Project


3. Information exchange using IT / social media

2. Role play

3. IT-applications /

2nd world





(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



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.



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



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



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 topdown 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.



9. General Discussion



10. Closing

Educati onal center

Faculty

Institute



Saxion University of Applied Sciences



Thanks for your attention

Cees Terlouw

E-MAIL :

c.terlouw@saxion.nl

5. Three examples of innovative Instructional Design (#2)

Introduction

6. Staff development

Theoretical background

Firms /Labour Market

(c) Instructional and Learning arrangements for Education and Firms

(d) Assessment

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.

7. Educational Center

7. Educational Center

8. Conclusions

9. General Discussion

10. Closing

c.terlouw@saxion.nl

Related documents

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Support

5. Three examples of innovative Instructional Design (#2)

Introduction

6. Staff development

Theoretical background

Firms /Labour Market

(c) Instructional and Learning arrangements for Education and Firms

(d) Assessment

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.

7. Educational Center

7. Educational Center

8. Conclusions

9. General Discussion

10. Closing

c.terlouw@saxion.nl

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