Masteropleiding Education and Child studies

Transcription

1 opleiding Education and Child studies Learning in professional contexts Eerste semester (sept 08 febr 09) Blok 1: - Learning and working - Learning environments and assessment - Practice of empirical research Blok 2: - Learning and working - Learning environments and assessment - project Tweede semester (febr sept 09) Blok 3: - Professional development and learning - Internship Educational studies and Learning in professional contexts - project Blok 4: - Professional development and learning - project

2 Eerste semester Blok 1 Learning and working Curriculum: Instructor(s): Ms. prof. dr. M. Segers ECTS: 10.0 Level: 600 Year: Term: 1st semester Course code: Academic year: Language of instruction: English Content and aims In today s organizations, relative huge amounts of money are invested in professional development and training programs. There are various reasons for organizations to invest in these programs: shortages in the labor market; innovations in knowledge, products and processes; decrease of market share, etc. The strategic role of the professional development of employees applies to the profit as well as the non-profit sector. The current plan of the Dutch Ministry of Education to invest in the professional development of teachers is a clear example: professional development of teachers is seen as a solution for the increasing shortage of competent teachers. During the master s specialization Learning in professional contexts, various topics with respect to the support of professionals in their professional development will be dealt with. This course aims to introduce the student in this field of study, by addressing four strands of research which during the past decade have received a lot of attention. The four strands of research are: (1) the nature of vocational expertise development; (2) supporting the development of vocational expertise; (3) team learning as one specific approach to support professional development; (4) measuring training effects, more specifically the transfer of what has been learned during training to the daily workplace. During this course, by reading and analyzing literature review studies, the students develop insight into the state-of-the-art of research on these four topics. In addition, student will conduct a small scale literature review by themselves. By reviewing recent empirical research studies, they will specialize in a specific topic of their own interest. Beside the development of a knowledge base in the field of learning in organizations, the students are supported to improve their research skills: reading and interpreting scientific research and conducting a small-scale literature review. NB Language of instruction will be Dutch if only Dutch-speaking students participate Achievement levels: 3, 5. 6, 8, 10, 13, 15, 17, 19. Methods of instruction 1. Analysis of recent literature review studies by the students; during the tutorial meetings, the students individual analyses are discussed with peer students and the teacher. 2. The students are introduced in the process of conducting a systematic narrative literature review. Based on this introduction, students individually conduct a literature review and report it. During the tutorials, students have the possibility to ask for feedback from peer students as well as the teacher. Literature The literature consists of a selection of articles from international, refereed journals. It is a starting point for t process. Examples of articles are: 1. Billett, S. (2001). Knowing in practice: re-conceptualising vocational expertise. Learning and Instru Smith, P.J. (2003). Workplace Learning and Flexible Delivery. Review of Educational research, 73

3 3. Akkerman, S, Van den Bossche, P., Admiraal, W., Gijselaers, W., Segers, M., & Kirschner, P. (200 Reconsidering group cognition: from conceptual confusion to a boundary area between cognitive a cultural perspectives. Educational Research Review, 2, 1, Baldwin, T.T. & Ford, K. (1988). Transfer of training: a review and directions for future research. P Psychology, 41, Time table See website. Enrolment 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 organizations (e.g. as acquired in the course Leren op de werkplek, bachelor year 2). Additionally, insight into societal developments, policy issues and learning in the knowledge society, is required (e.g. as acquired in the course Beleid, Innovatie en organisatie, bachelor year 3)

4 LEARNING ENVIRONMENTS AND ASSESSMENT Curriculum: Instructor(s): Mr prof. dr. R. Martens, ms. prof. dr. M. Segers (co-ord.), mr. dr. H. Tillema ECTS: 10.0 Level: 600 Year: Term: 1st semester Course code: Academic year: Language of instruction: English Co-ordinator Ms. prof. dr. M. Segers. Content and aims 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 onthe 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. Methods of instruction Interactive lectures, coached by researchers with expertise in the specific topics addressed Case presentations by practitioners; SWOT-analyses by students Project: student conduct a small-scale research. Project deliverable: research report Literature 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. 2. 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-thecourse feedback on drafts of the report will be given by fellow students and course tutors. Time table See website. Enrolment U-Twist registration is a requirement for ALL courses and exams.

5 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).

6 Praktijk van het empirisch onderzoek / Practice of empirical research Opleiding: Docent(en): Mr prof.dr. P.M. Kroonenberg, mr dr. B.J. van Os, e.a. ECTS: 5 Niveau: 400 Jaar: Periode: 1e semester Blok: 1 Cursuscode: - Collegejaar: Voertaal: Nederlands Coördinator Mr prof. dr. P.M. Kroonenberg. Course objectives The course aims to get students acquainted with the practice of empirical research. Articles are examined in detail to assess their organisation and execution both with respect to the methodological design and the statistical analysis of their results. Students will have to give a methodological review of a paper and write a paper themselves based on a real data set. Achievement levels: 1, 2, 3, 5, 6, 8, 9, 10, 11, 12, 13, 15, 16, 17. NB The language of instruction will be Dutch unless English-speaking students participate. Methods of instruction Seven lectures Six sessions in small groups in which empirical research papers are examined (attendance obligatory) Seven computer lab sessions (attendance obligatory) Study Materials A detailed workbook will be available at the end of August. Additional required materials will be available on the Blackboard site of the course Examination One review of a research paper and a research paper based on the student's analysis of a data set provided by the instructors. Enrolment Enrolment via U-Twist is obligatory. This is possible until two weeks before the start of the first lecture. Only properly enrolled students can take part in the course. Correct enrolment automatically gives access to the Blackboard site. Allow one week for processing the enrolment.

7 Time table See website. Blackboard All documents are in English Discussion boards in English

8 Blok 2 Learning and working (zie boven voor vakbeschrijving) LEARNING ENVIRONMENTS AND ASSESSMENT (zie boven voor vakbeschrijving) project Curriculum: Instructor(s): - ECTS: 20.0 Level: 500 Year: Term: n.a. Block: n.a. Course code: - Academic year: Language of instruction: English or Dutch Course objectives I The master s project is the conclusion of the master s programme. In working on the master s project the student integrates the knowledge, skills and attitudes that he or she has acquired in the course of his or her studies. The master s project is an exacting task. For the student it is the completion of the master s programme. For the instructor it means the creation of a situation involving personal supervision, in which the knowledge, skills and scientific attitudes of the student are mobilised, while drawing on the instructor s own pedagogical and professional expertise. Achievement levels: More information is to be found at

9 Tweede semester Blok 3 Professional development and learning Curriculum: Instructor: ECTS: 10 Level: 500 Year: Semester: 2 Block: 3 and 4 Academic year: Language of instruction: English Mr dr. H. Tillema Content and aim Professional learning, as the construction of knowledge related to work, is an issue of high importance in several professional domains at this moment. This course focuses on main streams of thinking in the field of expertise development, human resource development and knowledge dynamics in organisations. The course content deals primarily with the educational arena and highlights the concerns and strategies to minimize gaps between education and work, and tries to link this with (interventions in) professional development and the (collaborative arrangements in the) organization of work. The perspective of this course: The urgency in different disciplines toward achieving professional status (e.g., nurses and teachers) is nowadays being challenged by a movement in opposite direction, i.e., the increased control over professional action under accountability warrant. Increasingly professionals are submitted to strict rules and regulations that confound their professionalism. In the traditional profession, many have lost their independent status behind. But also a movement towards extended professionalism is to be noted in which professionals work in (interdisciplinary) teams with other professionals,. Either way professionals are required to stay up-to-date in order to keep well informed (the learning aspect) and to comply to organizational standards that embed their position. Objectives This course seeks to explore the development and learning by professionals prior to (education) and during their professional life. The course aims at understanding main theories and approaches that are prevalent in research and literature of expertise development and professional learning as it applies to professional development interventions. As main topics of active exploration by students is to analyze concerns, gaps and transitions, between school or training to work, and back, and ways to make gaps less deep and transitions easier. As an outcome the students is able to participate in a progressive discourse on several aspects of professional life: the conditions at work that promote or hinder further competence development, strategies of individual professionals to improve and stay up to date and organizational learning as part of competence development. The achievement levels of the s programme Education and Child Studies are all applicable to this course. NB Language of instruction will be Dutch if only Dutch-speaking students participate. Methods of instruction The course itself offers its participants several opportunities for professional learning and inquiry. Critical issues as identified in course lectures will be further explored and studied in so called study teams which are collaborative groups working towards a concrete and tangible solution of a self-selected problem describing concrete implications for new ways of working, learning and teaching in the profession. Outcomes and examples of good practice will be presented and discussed.

10 Literature Boshuizen, E., Bromme, R. & Gruber, H. (Eds.) (2003). Professional Learning. Kluwer Academic Publishers: Dordrecht.(course book) Another book will be used for study and preparation for the exam. Examination An individual written test on one of the course book s content is taken. Also grading of the study team result (both by presentation and paper) will be undertaken. Time table See website. Enrolment 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!

11 Internship Educational studies and Learning in professional contexts Curriculum: Instructor(s): Prof. Dr. R Martens & Dr. I. Raemdonck ECTS: 5 Level: 400 Year: Semester: 2nd semester Block: 3 Course code: - Academic year: Language of instruction: English Co-ordination Prof. Dr. R. Martens (Educational studies). Dr. I. Raemdonck (Learning in professional contexts). Course objectives 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. Methods of instruction Teamwork, peer-assessment.

12 Study material 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 ). London-New York: Routledge Falmer. Universiteit Leiden (2005). Kiezen voor talent. Instellingsplan Leiden, mei 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. Examination It is expected that participants prepare a report that includes the following three components: 1. Description of the didactic points of departure or the educational or training model that is employed by the educational institution or employment organization; 2. Analysis of the desirable or recommended pedagogical or educational changes to be made; 3. The didactic scenario itself completely worked out and ready for use. Timetable See website.

13 project Curriculum: Instructor(s): - ECTS: 20.0 Level: 500 Year: Term: n.a. Block: n.a. Course code: - Academic year: Language of instruction: English or Dutch Course objectives I The master s project is the conclusion of the master s programme. In working on the master s project the student integrates the knowledge, skills and attitudes that he or she has acquired in the course of his or her studies. The master s project is an exacting task. For the student it is the completion of the master s programme. For the instructor it means the creation of a situation involving personal supervision, in which the knowledge, skills and scientific attitudes of the student are mobilised, while drawing on the instructor s own pedagogical and professional expertise. Achievement levels: More information is to be found at

14 Blok 4 Professional development and learning (zie boven voor vakbeschrijving) project Curriculum: Instructor(s): - ECTS: 20.0 Level: 500 Year: Term: n.a. Block: n.a. Course code: - Academic year: Language of instruction: English or Dutch Course objectives I The master s project is the conclusion of the master s programme. In working on the master s project the student integrates the knowledge, skills and attitudes that he or she has acquired in the course of his or her studies. The master s project is an exacting task. For the student it is the completion of the master s programme. For the instructor it means the creation of a situation involving personal supervision, in which the knowledge, skills and scientific attitudes of the student are mobilised, while drawing on the instructor s own pedagogical and professional expertise. Achievement levels: More information is to be found at