Institutional and Faculty Development in Higher Education
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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)


Determination of the relevant competences


Determination of the relevant competences


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. Threeexamples of innovativeInstructional Design (#3)


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.


9 general discussion
9. General Discussion


10 closing
10. Closing


Thanks for your attention cees terlouw e mail c terlouw @ saxion nl

Thanks for your attentionCeesTerlouwE-MAIL : [email protected]


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