Pédagogie de l'enseignement supérieur [ LFCAP2001 ]
6.0 crédits ECTS
30.0 h
| Language |
|
Place
of the course |
Louvain-la-Neuve
|
| Aims |
a) Study of the processes in teaching and learning adapted to higher education, including the use of technology in education.
- to fully understand and be able to use, in authentic situations, the different learning approaches of students (in depth, surface and strategic learning ; ideas of learning etc.)
- to identify the main characteristics of non-compulsory education and tracing the routes for improvement in teaching practice relating to them (management and teaching of large groups, dealing with mixed groups arising from the policy of free access, supporting young adults as they become students for the first time etc)
- to develop a critical attitude towards the use of new information and communication technology in education, particularly in highlighting how these techniques can add value
b) Measures to assess the quality of teaching
- to understand the basic principles of quality measures which have evolved in higher education over the last few years, both at national and international levels
- to put these measures back in a context of a crisis of confidence between society and higher education
- to fully understand the main stages of quality measures (from self-assessment reports to the use of the results from assessment, as well as developing indicators).
c) Educational approach to academic knowledge
- to identify the main conceptions of academic knowledge that students develop when they enter higher education
- to measure the impact of these conceptions on how students adapt
- to design ways of trying to bring these conceptions more into line with the expectations of knowledge in higher education.
d) Motivation and engagement factors in higher education
- to identify the main sources of motivation in higher education
- to analyze the roles of study projects, professional projects and life projects respectively in the dynamic of studies
- to gain understanding of failure and dropout with the help of engagement theories.
e) Assessment of learning
- to develop awareness of the main methods for evaluating what students have learned
- to design a systematic approach for producing examinations which are as valid, accurate and reliable as possible
- to measure the impact of different kinds of examinations on learning
The contribution of this Teaching Unit to the development and
command of the skills and learning outcomes of the programme(s) can be
accessed at the end of this sheet, in the section entitled
“Programmes/courses offering this Teaching Unit”.
|
| Content |
a) Study of the processes in teaching and learning adapted to higher education, including the use of technology in education.
- to fully understand and be able to use, in authentic situations, the different learning approaches of students (in depth, surface and strategic learning ; ideas of learning etc.)
- to identify the main characteristics of non-compulsory education and tracing the routes for improvement in teaching practice relating to them (management and teaching of large groups, dealing with mixed groups arising from the policy of free access, supporting young adults as they become students for the first time etc)
- to develop a critical attitude towards the use of new information and communication technology in education, particularly in highlighting how these techniques can add value
b) Measures to assess the quality of teaching
- to understand the basic principles of quality measures which have evolved in higher education over the last few years, both at national and international levels
- to put these measures back in a context of a crisis of confidence between society and higher education
- to fully understand the main stages of quality measures (from self-assessment reports to the use of the results from assessment, as well as developing indicators).
c) Educational approach to academic knowledge
- to identify the main conceptions of academic knowledge that students develop when they enter higher education
- to measure the impact of these conceptions on how students adapt
- to design ways of trying to bring these conceptions more into line with the expectations of knowledge in higher education.
d) Motivation and engagement factors in higher education
- to identify the main sources of motivation in higher education
- to analyze the roles of study projects, professional projects and life projects respectively in the dynamic of studies
- to gain understanding of failure and dropout with the help of engagement theories.
e) Assessment of learning
- to develop awareness of the main methods for evaluating what students have learned
- to design a systematic approach for producing examinations which are as valid, accurate and reliable as possible
- to measure the impact of different kinds of examinations on learning
|
Cycle et année
d'étude |
> Advanced Master in Pedagogy in Higher Education
|
Faculty or entity
in charge |
> EDEF
|
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|
