Professional development and training in today’s organisations are no longer solely characterized by formal training programs where trainees are passive consumers of the information presented to them by a trainer. A wide variety of so-called innovative learning environments are implemented, aiming to support off- and on-the job learning of professionals. A few examples of approaches to support professional development are: simulations and gaming, (e-) coaching, team learning, virtual learning communities. As part of these learning environments, various modes of assessment are used to support and evaluate professional development. Examples of modes of assessment integrated in innovative learning environments are: portfolio assessment, personal development and personal action plans, development centres, 360 degree feedback, peer assessment. In this master course, students will build the bridge between perspectives on learning and innovations in training and development programs. Therefore, the students will conduct various learning activities. First, they will analyse empirical studies addressing various questions with respect to innovative training and development programs. In this way, student will develop an understanding of empirical evidence on innovative training and development programs. Second, the students will make a SWOT-analysis of the cases presented by the practitioners. Third, the students will conduct a small scale research study in an organisation.
Achievement levels: 2, 3, 4. 6, 7, 8, 9, 13, 14, 15, 16, 17, 18, 19.
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Co-ordinator
Ms. prof. dr. M. Segers.
Course objectives
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Professional development and training in today’s organisations are no longer solely characterized by formal training programs where trainees are passive consumers of the information presented to them by a trainer. A wide variety of so-called innovative learning environments are implemented, aiming to support off- and on-the job learning of professionals. A few examples of approaches to support professional development are: simulations and gaming, (e-) coaching, team learning, virtual learning communities. As part of these learning environments, various modes of assessment are used to support and evaluate professional development. Examples of modes of assessment integrated in innovative learning environments are: portfolio assessment, personal development and personal action plans, development centres, 360 degree feedback, peer assessment. In this master course, students will build the bridge between perspectives on learning and innovations in training and development programs. Therefore, the students will conduct various learning activities. First, they will analyse empirical studies addressing various questions with respect to innovative training and development programs. In this way, student will develop an understanding of empirical evidence on innovative training and development programs. Second, the students will make a SWOT-analysis of the cases presented by the practitioners. Third, the students will conduct a small scale research study in an organisation.
Achievement levels: 2, 3, 4. 6, 7, 8, 9, 13, 14, 15, 16, 17, 18, 19.
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
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Methods of instruction
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<font face="Arial" size="1">- I</font>nteractive lectures, coached by researchers with expertise in the specific topics addressed</font>
– Case presentations by practitioners; SWOT-analyses by students – Project: student conduct a small-scale research. Project deliverable: research report ### Study material
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1. Segers, M., Dochy, F., & Cascallar, E (Eds.) (2003). Optimising New Modes of Assessment: In Search of Qualities and Standards. Dordrecht/Boston/London: Kluwer Academic Publishers. </font>
- A reader will be available. The reader consists of a selection of articles from international, refereed journals.
Examination
The final mark will be based on the SWOT- analyses of the cases and the research report. On-the-course feedback on drafts of the report will be given by fellow students and course tutors.
Timetable
http://www.fsw.leidenuniv.nl/pedagogiek/studenten/rooster0809/learnenveassess.jsp
Applications
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!
Remarks
The students are expected to have insight into the different learning theories and their relevance for learning in educational settings (e.g. as acquired in the course Leren op de werkplek, bachelor year 2). Additionally, insight into assessment issues is required (e.g. as acquired in the course_ Diagnostiek en Assessment_, bachelor year 2).