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Teaching in higher education
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Training course for higher education teachers
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| Planned ECTS: 4 | ||||||||||||||||
| Number of learners: 25 | ||||||||||||||||
| Mode of delivery: Blended | ||||||||||||||||
| Status: In planning | ||||||||||||||||
| Course public access: Private | ||||||||||||||||
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Contributors: Petra Vondra, Valentina Kirinić, Blaženka Divjak, Barbi Svetec, Bart Rienties, Petra Žugec, TANJA ŠESTANJ-PERIĆ, Irma Pianucci, Iva Mavrek, Sorina Mihaela BALAN, Fiona Concannon, Dora Kertesz, Iva Movre Šapić, Minha Park, Nokuthula Vilakati, Iwona G, Daniela Alic, Carmen-Inge Alic, Natalija Jurina Babović, Vivien lake, Melisa R., Susan Evans, Daniel McClean, Josefina Garcia, Halah Nasseif, Caroline Crawford, Anuradha Peramunugamage, Müge Adnan, Đurđica Vukić, Mariam Kilanava, Leigh Powell, Renato Babojelić, Jelena Gusić Munđar |
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| Course learning outcome | Level | Weight | ||||||||||||||
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| Describe the higher educational context | Understanding | 10 | ||||||||||||||
| Design a course based using selected learning design concept and tool | Creating | 20 | ||||||||||||||
| Apply different pedagogical approaches (e.g. FC, WBP, PBL, IBL) in HE context | Applying | 20 | ||||||||||||||
| Analyze a study programme learning outcomes and align them with a course learning outcomes | Analysing | 15 | ||||||||||||||
| Write a learning outcome for a course | Applying | 10 | ||||||||||||||
| Evaluate a study programme based on European Standard and Guidelines (ESG) | Evaluating | 10 | ||||||||||||||
| Implement prepared learning design into selected LMS | Applying | 15 | ||||||||||||||
| Total weight: 100 | ||||||||||||||||
| Topic / Unit name | Workload | Learning type | Mode of delivery | Groups | Collaboration | Feedback | Mandatory activity | Assessment | ||||||||
| Points | Type | Providers | ||||||||||||||
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Characteristics of teaching and learning in higher education (HE) Understanding Describe the higher educational context (100%) |
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| Teaching in Higher Education | ||||||||||||||||
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Intro video Participants watch a video welcoming them to the course |
5 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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First meeting with students Discuss the LOs and mode of working Sharing expereinces |
45 min | Discussion | Hybrid | Synchronous | Teacher present | Yes | Yes | No | No | No | ||||||
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Research on HE systems Find out HE systems; work in groups dis. |
120 min | Investigation | Online | Synchronous | Teacher not present | Yes | No | Peer | No | No | ||||||
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Essey on learning myths Individually |
150 min | Production | Onsite | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Peer assessment of essays |
100 min | Assessment | Online | Asynchronous | Teacher not present | No | No | No | No | 10 | Summative | Teacher, Peer | ||||
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Describe your teaching context a written assignment |
10 min | Assessment | Online | Asynchronous | Teacher not present | No | No | No | No | 10 | Summative | Teacher | ||||
| Total unit workload | 7.16h | |||||||||||||||
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Approaches to teaching and learning in HE Analysing Analyze a study programme learning outcomes and align them with a course learning outcomes (50%), Creating Design a course based using selected learning design concept and tool (20%) |
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| learning theories | ||||||||||||||||
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A mini video lecture |
15 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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a quiz |
10 min | Assessment | Online | Asynchronous | Teacher not present | No | No | Automated | No | 1 | Formative | Automated | ||||
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project work exploring learning theories and comparing them and think which we can use for our course |
300 min | Investigation | Online | Asynchronous | Teacher not present | Yes | Yes | Peer | No | No | ||||||
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Analysis of groups' work |
60 min | Discussion | Onsite | Synchronous | Teacher present | No | Yes | Teacher | No | No | ||||||
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first draft of a disign group work |
90 min | Assessment | Onsite | Asynchronous | Teacher not present | No | Yes | No | No | 2 | Formative | Teacher, Peer | ||||
| Total unit workload | 7.91h | |||||||||||||||
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Learning outcome writing Applying Write a learning outcome for a course (100%) |
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| Introducion to LOs | ||||||||||||||||
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Intro video Participants (students) watch prepared videos - basics about learning outcomes. |
30 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Quiz Participants take a simple quiz on LOs based on the videos |
15 min | Assessment | Online | Asynchronous | Teacher not present | No | No | Automated | No | 3 | Formative | Automated | ||||
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Discussion of LOs Participants discuss in discussion groups LOs and quiz results. |
45 min | Discussion | Online | Asynchronous | Teacher not present | No | Yes | Peer | No | No | ||||||
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Lecture with practice The teacher (trainer) leads the further discussion and explains the topic if necessary. Participants practice in groups writing LOs. |
60 min | Practice | Hybrid | Synchronous | Teacher present | Yes | Yes | Teacher, Peer | No | No | ||||||
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Further student investigation Students investigate further the topic based on material provided in the LMS and find additional material themselves. |
120 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
| Total unit workload | 4.5h | |||||||||||||||
| Applying learning outcomes | ||||||||||||||||
| Total unit workload | 0h | |||||||||||||||
| Evaluation of LOs implementation | ||||||||||||||||
| Total unit workload | 0h | |||||||||||||||
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Learning design of a study programme in HE |
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| Theories on teaching | ||||||||||||||||
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Videos on theories different short videos |
60 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | 10 | Summative | Teacher | ||||
| Total unit workload | 1h | |||||||||||||||
| Theories concepts of LD | ||||||||||||||||
| Total unit workload | 0h | |||||||||||||||
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Learning design of a course (part of a study programme) in HE |
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Implementation of flipped classroom in HE Applying Implement prepared learning design into selected LMS (25%), Creating Design a course based using selected learning design concept and tool (25%) |
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| Considering why employing a flipped Classroom mode in your teaching | ||||||||||||||||
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Watch different examples of flipped classroom being used in HE |
10 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Consider some initial benefits and disadvantages of this approach Post in the discussion forum the benefits and disadvantages you have observed in the videos and join the discussion in your group |
15 min | Discussion | Online | Synchronous | Teacher not present | Yes | Yes | Peer | No | No | ||||||
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Consider scenarios in which you could employ this approach Give 3 examples that you think this approach will enhance your student experience and why |
20 min | Practice | Online | Asynchronous | Teacher not present | No | No | No | No | 10 | Formative | Teacher | ||||
| Total unit workload | 0.75h | |||||||||||||||
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Implementation of WBL, PrBL and PBL in HE (by problem-based learning approach) Applying Apply different pedagogical approaches (e.g. FC, WBP, PBL, IBL) in HE context (30%), Creating Design a course based using selected learning design concept and tool (20%) |
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| PrBL, PBL, WBL | ||||||||||||||||
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Preparation activity Students (trainees HE teachers) were given short descriptions (one-pager exemplars) about Problem-based Learnig (PrBL), Project-based Learning (PBL) and Work-based Learning (WBL) to take a look. |
30 min | Acquisition | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
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Problem-based collaborative work In class, students are divided in several groups and all of the groups have the same problem to investigate and solve. The learning outcomes of the HE course on project management are given and students need to discuss and argue which strategy (PrBL, PBL, WBL) is the most appropriate to use as a basis for the course learning design. |
45 min | Discussion | Onsite | Synchronous | Teacher present | Yes | Yes | Teacher, Peer | No | No | ||||||
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Plenary presentation of results The groups present their results and argue their choices, stressing benefits and challenges. Peers asked questions. Peers and a teacher give feedback. |
30 min | Discussion | Onsite | Synchronous | Teacher present | No | Yes | Teacher, Peer | No | No | ||||||
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Theory: Similarities and differences of strategies Students need to investigate after class are similarities and differences of the strategies (PrBL, PBL, and WBL) and what the learning design can support them. |
90 min | Investigation | Online | Asynchronous | Teacher not present | No | No | No | No | No | ||||||
| Total unit workload | 3.25h | |||||||||||||||
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Evaluation of a study programme |
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Evaluation of a course in HE |
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E-learning with Learning Management System (LMS) |
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| Total course workload | 24.58h | |||||||||||||||
