"Redesigning curricula in higher education: design considerations"

1. "Redesigning curricula in higher education: design considerations" Martin Valcke Department Educational Studies Ghent University Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV_2012/

2. Structure • Towards a design concept? • What works in education? • Ingredients of a “design concept” • Learning objectives • Learning content • Didactical strategies • Media • Evaluation • From course to program level • Conclusions

3. Design concept? • Can students predict how a course will be given by different teachers? A Not at all B For some courses C For most courses D For all courses

4. What works in education? Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analysis relating to Achievement. Milton Park, Oxon: Routledge.

7. Ingredients of a clear educational design concept • Problem based, flipped classroom, blended learning, task oriented, research based, … /They share a clear focus on: • Learning objectives • Learning content • Didactical strategies • Media • Evaluation

8. Ingredients of a design concept • Learning objectives

9. Learning objectives • Towards a more conscious, deliberate design of a curriculum based on carefully chosen learning objectives • Bv. Research Based Learning RBL • Aplied research design research • Each course contributes to development research competences • The curriculum guarantees complete research cycle is covered • Step by step students explore and master research cycle

10. Design concept? • To what extent is research critical in your university program? A Not at all important B A little bit important in some courses C Important in most courses D Always important in all courses

11. Research Based Learning: What is your typical research cycle?

12. Research Based Learning What research steps do students learn to take?

13. Steps in the research cycle Courses in a program

20. Ingredients of a design concept • Learning content • Problems • Cases • Tasks • …

21. Learning content? • To what extent do you agree on the “nature” of the learning content to be used in courses or the program? A No discussion about this B Hardly discussions C Some agreement D Total agreement

22. Learning content? • Example problem based learning • Systematic design of program that leads students step by step from one problem to the other • Probelsm are the backbone and scientific knwoledge, skills, attitudes are linked to what is needed to tackle the problem (just-in-time) • Problem = authentic, realistic, applied, challenging, complex,

23. Curriculum mapping Problems Learning objectives Scientific body of knowledge

24. PBL learning cycle Step 1:Clarifydifficulties in the problem Study Taskintroduction and generalproblempresentation Step 2: Define the problem to betackled Step 3:Analyze the problem Study Task activities Step 4: Make an inventory of allexplanationsdevelopedthus far Study Task Conclusion Step 5:Formulateyour personal learning objectives Step 6: Look for additional knowledge Step 7: Report was has been learned

25. http://download-v2.springer.com/static/pdf/850/art%253A10.1186%252F1472-6920-12-89.pdf?token2=exp=1432570096~acl=%2Fstatic%2Fpdf%2F850%2Fart%25253A10.1186%25252F1472-6920-12-89.pdf*~hmac=d826d0556892cc47098af0c41754c7defe68b5a9224c093a5941ad4144f0f5c3http://download-v2.springer.com/static/pdf/850/art%253A10.1186%252F1472-6920-12-89.pdf?token2=exp=1432570096~acl=%2Fstatic%2Fpdf%2F850%2Fart%25253A10.1186%25252F1472-6920-12-89.pdf*~hmac=d826d0556892cc47098af0c41754c7defe68b5a9224c093a5941ad4144f0f5c3

26. Variations PBL • Case based • Task based • Project based • Pathway models • … http://emj.bmj.com/content/22/8/577.full

27. Variant PGO: casusgebaseerd Case 1 Theoreticalintroduction Case 2 Case solution phase Conclusions Case n Activity 1 Supportingtext Activity 2 Sources of information Supportingtext Activity n Supportingtext

28. Variations PBL: case based learning http://emj.bmj.com/content/22/8/577.full

29. Variant PBL: task based learning http://colombotech.pbworks.com/w/page/16138758/TBI

30. Ingredients of a design concept • Didactical strategies

31. Didactical strategies • Example: collaborative learning as a key design concept for learning

32. Didactical strategies? • To what extent is collaborative learning already consistently implemented in every course? A In none of the courses B In some courses C In most courses D In all courses

34. WIKI Documents group Discussiongroup

35. Theoretical base

36. Research instruments

37. Sources Group activity Procedure

38. Report structure Evaluation

39. Importance of STRUCTURE: Scripting

40. Example scripting: roles • Pharmacy education • 5th year students • 5 month internship • Problem: lack of use of integarted pharmceutical knowledge (Timmers, Valcke, De Mil & Baeyens, 2008) http://users.ugent.be/~mvalcke/CV/thesis_finaal_timmers_2.pdf

42. Scripting: roles • Content roles: • Pharmacyst • Pharmacyst assistant • Theorist • Researcher • Intern • Communication roles: • Moderator • Question-asker • Summarizer • Source researcher

43. Exchange

44. ICS Integrated Curriculum Score

45. Impact of specific roles? LKC Level knowledge Construction

46. Impact of specific roles? LKC Level knowledge Construction

47. Ingredients of a design concept • Media

48. Didactical strategies? • How systematic is an elearning environment (LMS) being implemented in your university courses? A In no courses at all B In some courses C In most courses D In all courses