|
|
|
||
Last update: PhDr. Veronika Laufková, Ph.D. (10.02.2019)
|
|
||
Last update: PhDr. Veronika Laufková, Ph.D. (10.02.2019)
European Commission, EACEA & Eurydice (2015). The European Higher Education Area in 2015: Bologna Process implementation report. Luxembourg: Publications Office of the European Union. European Students’ Union (ESU) (2015a). Overview on student-centred learning in higher education in Europe. Retrieved April 05, 2017 from https://www.esu-online.org/wpcontent/ European Students’ Union (ESU) (2015b). Bologna with student eyes 2015. Time to meet the expectations from 1999. Retrieved April 05, 2017 from http://media.ehea.info/file/ESU/32/ European Students’ Union (ESU) & Education International (EI) (2010a). Student centered learning. An insight into theory and practice. Retrieved April 05, 2017 from http://media.eh European Students’ Union (ESU) & Education International (EI) (2010b). Time for a new paradigm in education: Student-centred learning toolkit. Retrieved April 05, 2017 from http://files.eric.ed.gov/fulltext/ED539501.pdf Hauschildt, K., Gwosć, C., Netz, N. & Mishra, S. (2015). Social and economic conditions of student life in Europe. Synopsis of indicators | Eurostudent V 2012–2015. doi: 10.3278/ Hoidn, S. (2016). The pedagogical concept of student-centred learning in the context of European higher education reforms. European Scientific Journal (ESJ), 12(28), 439–458. doi: 10.19044/esj.2016.v12n28p439 Hoidn, S. (2017). Student-centred learning environments in higher education classrooms.New York,NY:Palgrave Macmillan. doi: 10.1057/978-1-349-94941-0 Hoidn, S. & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A literature review on the effectiveness of problem-based learning and of teaching behaviours. OECD Education working papers, no. 100. Paris: OECD/CERI. doi: 10.1787/5k3tsj67l226-en OECD (2017). Education at a glance 2017: OECD indicators. OECD Publishing, Paris. doi: 10.187/eag-2017-en Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. 2nd ed. San Francisco: Jossey-Bass. |
|
||
Last update: PhDr. Veronika Laufková, Ph.D. (10.02.2019)
1. Student-centred learning and the Bologna Process Drivers of curricular higher education reforms: population projections, early school leavers, tertiary education participation and graduation rates, diverse student body, changing skill demands; common understandings of student-centred learning in European higher education; implementation of student-centred learning in EHEA[1] countries and implementation obstacles.
2. Constructivist foundations and effectiveness of student-centred learning and instruction Student-centred learning versus teacher-centred learning; situative constructivist view of learning and instruction; criticism of and misconceptions about constructivist perspectives; process-outcome research on instructional effectiveness; effectiveness of problem-based learning; quality features of teaching and learning based on classroom research.
3. Design and implementation of powerful student-centred learning environments - What are characteristic curricular design elements and quality features of student-centred classrooms (e.g., course goals and content, course activities)? - How do the instructors scaffold participatory processes of knowledge construction? - How do the instructors cultivate a classroom community of learners over time? - What are the teaching and learning challenges student-centred classrooms present for instructors and/or students?
4. Student-centred classrooms and practices – examples - An up-close look at student-centred math teaching of highly regarded US high school teachers and their students; - Learning from four student-centred US high schools that support underserved students; - Student-centred higher education classrooms and practices at Charles University, CZ, University of St. Gallen, CH and Harvard Graduate School of Education, US.
5. Student-centred learning and equity Social dimension in higher education; impact of students’ background; potential to provide opportunities to learn for a diverse student body; policy approaches to widening access and participation in higher education; policies for improving completion rates; prospects for higher education modernization. [1] The European Higher Education Area (EHEA) is the result of the political will of 48 countries which aim to facilitate academic mobility, increase the comparability of studies across all the educational systems of the participating countries as well as promote Europe as a world education destination (web: http://www.ehea.info/). |
|
||
Last update: PhDr. Veronika Laufková, Ph.D. (08.06.2019)
Outputs of the course: - Choose a topic/problem related to student-centred learning in higher education in the context of a given education system, write an annotation and present your findings in class - The theme of your paper and presentation must be related to student-centred learning in higher education - Compulsory forms of outputs 1) Written annotation 2) Oral presentation - Grading: This is a pass/fail course
Instructions: Annotation: - Written text, one page (max. 4 pages, Times New Roman, 12 pt., 1.5 line spacing) - Recommended structure: o Title (appropriate heading describing the theme, author’s name, surname and other identification information) o Body of the text § Reasons for choosing the particular topic § Main characteristics of the studied issue in the context of education system of the given country (countries) § Used sources of information (databases, publications, reports…) § Process or ways of considerations (what particular steps did you take for handling the problem) § Results / acquired knowledge § Conclusion and discussion § References (at least five different information sources) § Annex (scheme of the given education system) - The annotation should be sent in appropriate format (name_surname.pdf or name_surname.docx) by e-mail to sabine.hoidn@unisg.ch
Oral presentation: - Oral presentations take place on the last seminar - 20 minutes each student + 10-minute discussion in the group - PowerPoint is recommended
|