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

Saxion University of Applied SciencesExpertise Center for Educational Innovation

Research group Educational Transition

Institutional and Faculty Development in Higher Education

The strategic role of an Educational center

Dr. Cees Terlouw

Expertise Center for Educational Innovation Research group Educational Transition

Introduction 1. Case ‘competence learning’ 2. Bologna Process and Russian Higher Education 3. Innovation projects in the Netherlands 4. Mini multiple choice test 5. Three examples of innovative Instructional

Design 6. Proposition 7. Educational Center 8. Conclusions 9. General Discussion 10. Closing


1. Case competence learning Dimitri P. (32, sociologist) and

Olga G. (34, economist), both researcher and teacher, like to combine their courses in a new English course (10 ECTS). Students could then attain the (international ) basic competence to execute a socio-economic analysis of an urban environment. Moreover, they want to include teacher and student mobility with an European university. After one year of delibration with (elder) colleagues and management it appears to be impossible to design and deliver such a course.

How to explain the failure?


2. Bologna Process and Russian Higher Education Bologna Process: towards the European Higher

Education Area Start: Bologna Declaration (June 1999) Series of reforms to make European Education for

students and scholars of other continents: More compatible and comparable More competetive More attractive

Matching with the best performing systems in USA and Asia

Three overarching objectives from the start: Three cycle system (bachelor / master / doctorate) Quality assurance Recognition of qualifications and periods of study



1. Bologna Process and Russian Higher Education Some Priorities 2009 – 2019(Leuven Communiqué)

Lifelong LearningEmployabilityStudent-centered learning and the

teaching mission of HEEducation, research, and innovation International opennessMobility


1. Bologna Process and Russian Higher Education Top – Down process: governmental

initiativeBologna Process results are limited

» Cultural barriers» Low level of international integration of the

Russian economy Bottom-up process: regional projects

(Tacis / Tempus-Tacis projects) Impulse for freedom of movement,

modernization, and staff developement(Telegina & Schwengel, 2012)


1. Bologna Process and Russian Higher Education

Educationalist / instructional designer in between

Educationalist / instructional designer as a ‘ratman’


3. Innovation projects in the Netherlands 1. Blended IT-projects : IT as tool in different kinds of

learning environments (SURF) Applying 4K resolution-video Cooperative learning with Google Docs Personal Learning environment Platform for learning using social networks Student communication using Google Apps Mobile video conferencing for international

cooperation or in a special domain (care) Reflective tools for study choice Online masters Virtual classroom


3. Innovation projects in the Netherlands 2. Activating, motivating and inspiring education for

study success in bachelor All kinds of pedagogical projects in faculty courses

in order to promote:» motivation, » time-on-task behaviour, » deep learning, » really practicing, » asking and using feedback, » preparing for assessment, » learning and using successful study skills, » independent learning, etc.


3. Innovation projects in the Netherlands

Assisting in study choice process in secondary education

Transition programs to Higher Education Academic and social integration Study career counseling International cooperation (mobility) Choice modules Student involvement in research projects (junior

researcher) Integrating labour market for shorter and longer

apprenticeships, lectures, visits, projects, assignments

Talent (honours) programs Variants of Project Education en Problem Based

Learning


3. Innovation projects in the Netherlands 3. Assessment and testing: policy and

tools 4. Efficiency for teachers and students

Reducing teaching loadEfficient studying (e.g. time

management)Efficient organisation (schedule) of

curriculum, courses, assesment, and information

5. Using evaluative information sources for improvement


3. Innovation projects in the Netherlands6. Staff development

Starting teachers ‘Star’ teachers (the best) PhD-students Researchers Students as peer teachers Educational managers Professors


4. Mini multiple choice test 1. Innovation projects such as in Dutch Higher

Education are in my university A. possible (of course: with hard working and a lot

of improvisation!) B. possible if there is time and money C. possible if besides time and money also

organizational conditions are fulfilled D. impossible, because management and the

teaching staff are not interested; a lack of an innovative attitude

E. impossible, because of the economic situation in Russia

F. impossible, because it is too neo-liberal, Western-oriented

G. Other:…………………………………………………………………


5. Three examples of innovative Instructional Design (#1) Example 1: Discovering and Designing the

relevant Competences for courses and a faculty program Technical Universities (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 general framework of competences for determining the relevant competences in some course of program


5. Three examples of innovative Instructional Design (#1) Academic Competences for Higher Education

» Disciplinary baggage: disciplinary knowledge, skills, and attitudes. Methods and techniiques of the field

» Doing research: gaining knowledge and new insights in a goal-oriented methodical way

» Designing: establishment of new or amended artefacts (e.g. policy; social structure, organization, ID, IT-tools) or systems in order to solve a problem

» Doing science: insight in scientific methods (including modeling), familiarity with the scientific body of thought with respect to intersubjectivity, realibility, etc.

» Reasoning and reflecting: logical reasoning and reflecting on thinking and acting in research and design

» Cooperating and communicating: work together with and for others

» Looking back and looking forward: taking due account of the temporal dimensions, because views and methods have their origins and decisions beat their consequences in time


5. Three examples of innovative Instructional Design (#1) Each program / course has a certain profile in these

areas Each learning target is substantiated in a list of criteria Each learning target criteria are considered with

respect to Competence: does it concern knowledge, skill and/or

attitude Horizon: focus on discipline, its scientific area, its

social context Abstract / Concrete: does it concern specific cases

or a general theory or approach Analytic / Synthetic: does it concern the analysis of

a problem, or the making of a model, an approach or 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) Example 2: Designing for a ‘class’ of

competence problemsLearning to solve methodically domain

specific problems (science calculation and explanation problems, design- and research problems)

Learning to communicate (oral and written)

Learning of professional competencesLearning of fundamental knowledge in

relation with project skills


5. Three examples of innovative Instructional Design (#2)Competence = Problem solving cycle

Competence=problem solving cycle


5. Three examples of innovative Instructional Design (#2)Seven core topics for ID in Higher

Education for learning competences1. Orienting on a conceptual

network and on a methodical approach

2. Operationalizing explicit and implicit knowledge

3. Practice with knowledge & skills with assigments, cases, etc. and using feedback given


5. Three examples of innovative Instructional Design (#2) 4. Assessing learning results:

intermediate and final 5. Utilizing societal, social and situation

specific contexts in which the competences should be performed for practice and assessment

6. Reflection on learning results and learning process in order to improve the own learning approach

7. Phasing learning the competence in the curriculum by utilizing learning lines


5. Three examples of innovative Instructional Design (#2)Theoretical background

VygotskyGal’PerinPodolskijEngeströmSocial-Constructivism


5. Three examples of innovative Instructional Design (#3) Example 3: Designing a Learning Line for

learning to be an entrepreneur

Learning line with three educational partners in order to build up the competence

Competence ‘entrepreneurship’ Instructional and Learning

arrangements for learning the competence

Assessment


5. Three examples of innovative Instructional Design (#3) (a) Learning line with three educational

partners

Junior Secondary education (12-15)

Senior Secondary education (15-18)

Higher Professional educa-tion (18 up)

Firms /Labour Market


5. Three examples of innovative Instructional Design (#3)

(b) Competence of entrepre-neurship to be defined based on a model


(c) Instructional and Learning arrangements for Education and

FirmsA. Really experienced reality

B. Transferred reality

C. Simulated reality

1. Firm visit 1. Expert meetings and interviews

1. Simulation

2. Independent disclosure of firm information

2. Firm presentation

2. Role play

3. Firm Practicum 3. Information exchange using IT / social media

3. IT-applications / 2nd world

4. Firm Project

5. Three examples of innovative Instructional Design (#3)


5. Three examples of innovative Instructional Design (#3)(d) Assessment

Authentic situation in which the competence must be demonstrated

E.g.»Writing a business plan»Participating in simulation / role play»Founding and running a small online

firm with an own product (for a period of time) + report


6. PropositionInstructional Design concerns

a systematic approach for durably solving a problem in the educational practice with all practioners involved taking into account the constraints at different levels of the educational system.


7. Educational Center Expertise (master and PhD-level)

Instructional Design for courses 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 / Accreditation process Staff development


7. Educational Center Way of working

Practice oriented, scientific: solving a problem in the educational practice with a scientific approach

Joint projects with members of a faculty group based on a policy assignment of the faculty management

Active looking for regional, national, and international funds for the joint projects

Durable solutions Direct advice (help desk, using IT) and advice

on the short and long term


8. Conclusions 1. Institutes and faculties should develop

educationally in order to be a real participant of the European Higher Education Area;

2. Instructional designers take a bottom-up approach with the directly involved persons taking into account top-down frameworks;

3. Russian instructional designers can use ‘good pracices’ from other European countries as an inspiration and a starting point for the own local situation;

4. An Educational Center with sufficient high level expertise is necessary for durable joint ID-projects.


9. General Discussion


10. Closing

Institute

Faculty

Educational cente

r

Saxion University of Applied SciencesExpertise Center for Educational Innovation

Research group Educational Transition

Thanks for your attention Cees Terlouw

E-MAIL : [email protected]

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