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Prospectus

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Internship Educational Studies

Course
2013-2014

NB Language spoken in course is Dutch unless English-speaking students participate

Admission requirements

N.a.

Description

Education and schooling is changing rapidly; new developments in teaching, instruction and educational technology open new ways of involving students/pupils in powerful and activating learning environments that are adapted to the needs of learners. Many schools, educational institutions and advising agencies connected to schools are engaged in change processes on their way to profile themselves in innovation of their activities (be it the adoption of new learning environments or the application of new quality models for the development of learning and instruction. Important innovations include the introduction of ways of instruction, competency-oriented teaching, the use of ICT, self-directed learning, assessment for learning and the application of (peer) learning.

In this course, opportunities are offered to work closely within the expertise domain of the section of Educational Studies towards the development and construction of artefacts and professional solutions that will help allied educational organizations to improve their activities. The program takes the form of an internship (internal or external), to individually explore, inquire and improve a theme or problem that is part of the innovative needs of an educational institution or organisation.

Students will acquire hands-on experience with the development of problem solutions or products in a pedagogical or educational context. After completing this internship participants will be able to:

  • define and set boundaries to pedagogical and educational innovations;

  • critically evaluate and apply design models to engage in change processes

  • critically evaluate existing pedagogical or educational solutions to selected problems for their value and limitations and compare them with the theoretical qualities;

  • analyze and report on the suitability of such applications in various educational contexts;

  • realize a professional artifact (solutions) or product in consultation with a client;

  • systematically describe the offered solution (both design process and result) on basis of an adopted instructional design model;

  • apply pedagogical/educational advisory skills.

After an introduction into the main expertise domains in which the internships are embedded (i.e, the learning brain; assessment for learning; activating learning environments) a selection will be made for an educational site in which the internship will take place. Based on the problem definition and expressed need existent at that site a internship proposal will be made and discussed; after which a process of development and change will occur at the site, intermitted by regular meetings at the university for reflection and learning.

Course objectives

Achievement levels: 1, 4, 6, 7, 11, 13, 14, 15, 16, 17.

Timetable

Timetable

Mode of instruction

Practice assignments, workshops, lectures, group work.

Assessment method

It is expected that participants prepare a report that includes the following components:

PART 1: evaluating an existing pedagogical or pedagogical scenario or product

  • Critical analysis of an existing educational or pedagogical product

PART 2: developing a pedagogical or educational scenario or product

  • Description of the design process on basis of an instructional design model;

  • The didactic scenario or product itself completely worked out and ready for use.

Blackboard

During this course Blackboard is used.

Reading list

Suggested literature:

  • 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.

Registration

Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.

  • Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;

  • Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;

  • Registration for the exam is possible as of two months through one week before the exam at the latest;

  • Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.

Students who don’t register cannot attend classes or take the (re)exam.

Contact information

Co-ordinator: Harm Tillema, room 4A29
In case of questions please make an appointment by mail.