NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Many educational institutions and employment organisations profile themselves as progressive by developing innovative educational or training methods and learning environments and by the application of new organisational models for the development of human resources. Important innovations include the sometimes much criticised social-constructivist competency-oriented teaching in combination with the use of ICT, working and learning in self-directed teams and the application of learning networks. In this course, which to a large degree takes the form of an internship (internal or external), the theme is in part approached on the basis of a case study of an institution or organisation of this sort, focused on such innovation.
Students will acquire hands-on experience with the development of a didactic scenario in a pedagogical or educational context.
Aim
After completing this internship component participants will be able to:
define pedagogical and educational innovation;
critically evaluate existing pedagogical or educational applications for their value and limitations and compare them with the theoretical qualities;
analyse and report on the suitability of such applications in various educational and training contexts;
realise a didactic scenario in consultation with a client;
apply pedagogical/educational advisory skills.
Content
It is expected that students will critically evaluate these applications. Initially participants will be given suggestions from the literature for doing this, but these must be supplemented by relevant literature which they will seek out for themselves.
Achievement levels: 1, 4, 6, 7, 11, 13, 14, 15, 16, 17.
Coordinator
Prof. Dr. R. Martens (Educational studies).
Dr. I. Raemdonck (Learning in professional contexts).
Doel en inhoud
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Many educational institutions and employment organisations profile themselves as progressive by developing innovative educational or training methods and learning environments and by the application of new organisational models for the development of human resources. Important innovations include the sometimes much criticised social-constructivist competency-oriented teaching in combination with the use of ICT, working and learning in self-directed teams and the application of learning networks. In this course, which to a large degree takes the form of an internship (internal or external), the theme is in part approached on the basis of a case study of an institution or organisation of this sort, focused on such innovation.
Students will acquire hands-on experience with the development of a didactic scenario in a pedagogical or educational context.
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Aim
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After completing this internship component participants will be able to:
define pedagogical and educational innovation;
critically evaluate existing pedagogical or educational applications for their value and limitations and compare them with the theoretical qualities;
analyse and report on the suitability of such applications in various educational and training contexts;
realise a didactic scenario in consultation with a client;
apply pedagogical/educational advisory skills.
Content
It is expected that students will critically evaluate these applications. Initially participants will be given suggestions from the literature for doing this, but these must be supplemented by relevant literature which they will seek out for themselves.
Achievement levels: 1, 4, 6, 7, 11, 13, 14, 15, 16, 17.
Onderwijsvormen
Teamwork, peer-assessment.
Literatuur
Jansen, D., Van Laeken, M., & Slot, W. (2004). Virtual business e-learning: an approach to integrating learning and working. In: W. Jochems, J. van Merriënboer, & R. Koper (eds.), Integrated E-learning (pp. 51-79). London-New York: Routledge Falmer.
Universiteit Leiden (2005). Kiezen voor talent. Instellingsplan 2005-2008. Leiden, mei 2005.
These and other references are made available at no cost to the student.
Suggested literature: – Ertmer, P.A. (2003). The Id Casebook Case Studies in Instructional Design. Englewood Cliffs, NJ: Prentice Hall. – Reiser, R., & Dempsey, J.V. (2006). Trends and Issues In Instructional Design and Technology. Second Edition. Prentice Hall. – Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational Design Research. London: Routledge. – Van Heffen, O., Maassen, P., Rip, A. (Red.) (1999). Sociale wetenschappen van ontwerppraktijk naar ontwerpmethodologie. Bouwstenen voor het ontwerpen in de communicatiewetenschap, de bedrijfskunde, de bestuurskunde en de onderwijskunde. Twente: University Press.
Toetsing
It is expected that participants prepare a report that includes the following three components:
Description of the didactic points of departure or the educational or training model that is employed by the educational institution or employment organization;
Analysis of the desirable or recommended pedagogical or educational changes to be made;
The didactic scenario itself completely worked out and ready for use.
Rooster
Inschrijving
U-Twist registration is a requirement for ALL courses and exams.
The deadline for course registration is 2 weeks before the first class; the deadline for exam registration is 1 week before the exam.
Attendance without registration is forbidden!