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Institutional and Faculty Development in Higher Education The strategic role of an Educational center Dr. Cees Terlouw

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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

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Institutional and Faculty Development in Higher EducationThe strategic role of an Educational centerDr. CeesTerlouw

introduction
Introduction
  • 1. Case ‘competencelearning’
  • 2. Bologna Process and RussianHigherEducation
  • 3. Innovationprojects in the Netherlands
  • 4. Mini multiple choice test
  • 5. Threeexamples of innovativeInstructional Design
  • 6. Proposition
  • 7. Educational Center
  • 8. Conclusions
  • 9. General Discussion
  • 10. Closing
1 case competence learning
1. Case competencelearning
  • Dimitri P. (32, sociologist) and Olga G. (34, economist), both researcher and teacher, like to combine theircourses in a newEnglishcourse (10 ECTS). Studentscouldthenattain the (international ) basiccompetence to execute a socio-economicanalysis of anurban environment. Moreover, they want to include teacher and student mobility with anEuropeanuniversity. Afteroneyear of delibration with (elder) colleagues and management itappears to beimpossible to design and deliversuch a course.
  • How to explain the failure?
2 bologna process and russian higher education
2. Bologna Process and RussianHigherEducation
  • Bologna Process: towards the EuropeanHigherEducationArea
  • Start: Bologna Declaration (June 1999)
  • Series of reforms to makeEuropeanEducationforstudents and scholars of othercontinents:
    • More compatible and comparable
    • More competetive
    • More attractive
  • Matching with the best performingsystems in USA and Asia
  • Threeoverarchingobjectivesfrom the start:
    • Threecycle system (bachelor / master / doctorate)
    • Qualityassurance
    • Recognitionof qualifications and periods of study
1 bologna process and russian higher education
1. Bologna Process and RussianHigherEducation
  • SomePriorities 2009 – 2019

(Leuven Communiqué)

    • LifelongLearning
    • Employability
    • Student-centeredlearning and the teaching mission of HE
    • Education, research, and innovation
    • International openness
    • Mobility
1 bologna process and russian higher education1
1. Bologna Process and RussianHigherEducation
  • Top – Down process: governmentalinitiative
    • Bologna Processresults are limited
      • Culturalbarriers
      • Low level of international integration of the Russianeconomy
  • Bottom-upprocess: regionalprojects(Tacis / Tempus-Tacisprojects)
    • Impulseforfreedom of movement, modernization, and staffdevelopement

(Telegina & Schwengel, 2012)

1 bologna process and russian higher education2
1. Bologna Process and RussianHigherEducation

Educationalist / instructional designer in between

Educationalist / instructional designer as a ‘ratman’

3 innovation projects in the netherlands
3. Innovationprojects in the Netherlands
  • 1. BlendedIT-projects : IT as tool in different kinds of learning environments (SURF)
    • Applying 4K resolution-video
    • Cooperativelearning with Google Docs
    • PersonalLearning environment
    • Platform forlearningusingsocialnetworks
    • Student communicationusing Google Apps
    • Mobile video conferencingfor international cooperationor in a special domain (care)
    • Reflective tools forstudychoice
    • Online masters
    • Virtualclassroom
3 innovation projects in the netherlands1
3. Innovationprojects in the Netherlands
  • 2. Activating, motivating and inspiringeducationforstudysuccess in bachelor
    • All kinds of pedagogical projects in facultycourses in order to promote:
      • motivation,
      • time-on-taskbehaviour,
      • deeplearning,
      • reallypracticing,
      • asking and using feedback,
      • preparing for assessment,
      • learning and usingsuccessfulstudyskills,
      • independent learning, etc.
3 innovation projects in the netherlands2
3. Innovationprojects in the Netherlands
  • Assisting in studychoiceprocess in secondaryeducation
  • Transition programs to HigherEducation
  • Academic and socialintegration
  • Study career counseling
  • International cooperation (mobility)
  • Choice modules
  • Student involvement in research projects (junior researcher)
  • Integrating labour marketforshorter and longerapprenticeships, lectures, visits, projects, assignments
  • Talent (honours) programs
  • Variants of Project Education en ProblemBasedLearning
3 innovation projects in the netherlands3
3. Innovationprojects in the Netherlands
  • 3. Assessment and testing: policy and tools
  • 4. Efficiency forteachers and students
    • Reducing teaching load
    • Efficientstudying (e.g. time management)
    • Efficientorganisation (schedule) of curriculum, courses, assesment, and information
  • 5. Usingevaluativeinformationsourcesforimprovement
3 innovation projects in the netherlands4
3. Innovationprojects in the Netherlands
  • 6. Staffdevelopment
    • Startingteachers
    • ‘Star’ teachers (the best)
    • PhD-students
    • Researchers
    • Students as peer teachers
    • Educational managers
    • Professors
4 mini multiple choice test
4. Mini multiple choice test
  • 1. Innovationprojectssuch as in Dutch HigherEducation are in myuniversity
    • A. possible (of course: with hard working and a lot of improvisation!)
    • B. possibleifthere is time and money
    • C. possibleifbesides time and money alsoorganizationalconditions are fulfilled
    • D. impossible, because management and the teaching staff are notinterested; a lack of aninnovative attitude
    • E. impossible, because of the economicsituation in Russia
    • F. impossible, becauseit is tooneo-liberal, Western-oriented
    • G. Other:…………………………………………………………………
5 three examples of innovative instructional design 1
5. Threeexamples of innovativeInstructional Design (#1)
  • Example 1: Discovering and Designing the relevant Competencesforcourses and a faculty program
    • TechnicalUniversities (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 generalframework of competencesfordetermining the relevant competences in somecourse of program
5 three examples of innovative instructional design 11
5. Threeexamples of innovativeInstructional Design (#1)
  • AcademicCompetencesforHigherEducation
      • Disciplinarybaggage: disciplinaryknowledge, skills, and attitudes. Methods and techniiques of the field
      • Doing research: gainingknowledge and newinsights in a goal-orientedmethodicalway
      • Designing: establishment of neworamendedartefacts (e.g. policy; socialstructure, organization, ID, IT-tools) orsystems in order to solve a problem
      • Doingscience: insight in scientificmethods (includingmodeling), familiarity with the scientific body of thought with respect to intersubjectivity, realibility, etc.
      • Reasoning and reflecting: logicalreasoning and reflectingon thinking and acting in research and design
      • Cooperating and communicating: worktogether with and forothers
      • Looking back and lookingforward: takingdue account of the temporal dimensions, because views and methods have theirorigins and decisions beat theirconsequences in time
5 three examples of innovative instructional design 12
5. Threeexamples of innovativeInstructional Design (#1)
  • Each program / course has a certainprofile in these areas
  • Eachlearning target is substantiated in a list of criteria
  • Eachlearning target criteria are considered with respect to
    • Competence: does it concern knowledge, skill and/or attitude
    • Horizon: focus on discipline, itsscientificarea, itssocial context
    • Abstract / Concrete: does it concern specific cases or a general theory orapproach
    • Analytic / Synthetic: does it concern the analysis of a problem, or the making of a model, anapproachor a design
  • Questionnaire / interview
  • Visualization of the profile (radar plot)
5 three examples of innovative instructional design 2
5. Threeexamples of innovativeInstructional Design (#2)
  • Example 2: Designingfor a ‘class’ of competenceproblems
    • Learning to solvemethodically domain specificproblems (sciencecalculation and explanationproblems, design- and research problems)
    • Learning to communicate (oral and written)
    • Learning of professional competences
    • Learning of fundamentalknowledge in relation with project skills
5 three examples of innovative instructional design 21
5. Threeexamples of innovativeInstructional Design (#2)

Competence = Problemsolvingcycle

Competence=problemsolvingcycle

5 three examples of innovative instructional design 22
5. Threeexamples of innovativeInstructional Design (#2)
  • Seven core topics for ID in HigherEducationforlearningcompetences
    • 1. Orientingon a conceptualnetwork and on a methodicalapproach
    • 2. Operationalizingexplicit and implicitknowledge
    • 3. Practice with knowledge & skills with assigments, cases, etc. and using feedback given
5 three examples of innovative instructional design 23
5. Threeexamples of innovativeInstructional Design (#2)
  • 4. Assessinglearningresults: intermediate and final
  • 5. Utilizingsocietal, social and situationspecificcontexts in which the competencesshouldbeperformedforpractice and assessment
  • 6. Reflectiononlearningresults and learningprocess in order to improve the own learningapproach
  • 7. Phasinglearning the competence in the curriculum byutilizinglearninglines
5 three examples of innovative instructional design 24
5. Threeexamples of innovativeInstructional Design (#2)
  • Theoretical background
    • Vygotsky
    • Gal’Perin
    • Podolskij
    • Engeström
    • Social-Constructivism
5 three examples of innovative instructional design 3
5. Threeexamples of innovativeInstructional Design (#3)
  • Example 3: Designing a Learning Line forlearning to bean entrepreneur
    • Learningline with threeeducationalpartners in order to build up the competence
    • Competence ‘entrepreneurship’
    • Instructional and Learningarrangementsforlearning the competence
    • Assessment
5 three examples of innovative instructional design 31
5. Threeexamples of innovativeInstructional Design (#3)
  • (a) Learningline with threeeducational partners

Firms /Labour Market

5 three examples of innovative instructional design 32
5. Threeexamples of innovativeInstructional Design (#3)

(b) Competence of entrepre-neurship to bedefinedbasedon a model

5 three examples of innovative instructional design 33
5. Threeexamples of innovativeInstructional Design (#3)
  • (d) Assessment
    • Authenticsituation in which the competence must bedemonstrated
    • E.g.
      • Writing a business plan
      • Participating in simulation / roleplay
      • Founding and running a small online firm with an own product (for a period of time) + report
6 proposition
6. Proposition
  • Instructional Design concerns a systematicapproachfordurablysolving a problem in the educationalpractice with all practioners involvedtakinginto account the constraints at different levels of the educational system.
7 educational center
7. Educational Center
  • Expertise (master and PhD-level)
    • Instructional Design forcourses 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 / Accreditationprocess
    • Staffdevelopment
7 educational center1
7. Educational Center
  • Way of working
    • Practiceoriented, scientific: solving a problem in the educationalpractice with a scientificapproach
    • Joint projects with members of a facultygroupbasedon a policyassignment of the faculty management
    • Active lookingforregional, national, and international fundsfor the joint projects
    • Durablesolutions
    • Direct advice (help desk, using IT) and adviceon the short and long term
8 conclusions
8. Conclusions
  • 1. Institutes and facultiesshoulddevelopeducationally in order to be a real participant of the EuropeanHigherEducationArea;
  • 2. Instructional designers take a bottom-upapproach with the directlyinvolvedpersonstakinginto account top-downframeworks;
  • 3. Russianinstructional designers canuse ‘goodpracices’ fromotherEuropeancountries as aninspiration and a starting point for the own localsituation;
  • 4. An Educational Center with sufficient high level expertise is necessaryfordurable joint ID-projects.
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