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Обычная версия сайта
2019/2020

Педагогические технологии в университете

Статус: Маго-лего
Когда читается: 4 модуль
Язык: английский
Кредиты: 3

Course Syllabus

Abstract

The course “University Teaching” is a blended learning course. The online part is the Coursera MOOC designed by the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. This is an introductory MOOC in teaching and learning in higher education. Students will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. The MOOC provides a range of real instructional examples https://www.coursera.org/learn/university-teaching. F2F tutorials are to discuss theoretical issues, clarify main concepts and apply teaching tools and techniques to practice. Real cases are discussed in a number of topics during the course. The tutorials involve small group work, discussion sessions, role plays, reflection sessions. Group work is aimed at development of constructive feedback skills. The students are guided through the process of creating course materials, working on their own projects. The final assessment of the course is the presentation of a course overview or syllabus with a piece of teaching. “University teaching’ will support the students in reaching their professional goals not only if they choose the academic professional track. Learning and teaching skills are needed in any job in dynamically changing world.
Learning Objectives

Learning Objectives

  • Upon completion of the course students will be able to identify and apply a range of approaches and tools to provide research based teaching and support effective learning
Expected Learning Outcomes

Expected Learning Outcomes

  • reflect on (assess and interpret) acquired research methods and work modes (UC-1)
  • upgrade one’s intellectual and cultural horizons, build the trajectory of professional development and career (UC-4)
  • reflect on the potential challenges and opportunities in the teaching and learning context in higher education
  • analyze the relationships between various aspects of teaching and student learning
  • analyze the relationships between various aspects of teaching and student learning
  • apply key concepts to the structuring of course syllabus
  • apply a range of tools and techniques to support effective student learning
  • design effective assessment
  • give constructive feedback
Course Contents

Course Contents

  • Topic 1. Teaching and teacher roles in higher education
    Challenges and opportunities within teaching context. Teaching and learning spaces. Virtual learning space. Online and blended learning. Co-learning and co-teaching. Student diversity in learning. Different approaches to teaching and learning. Changing role of teachers. Teaching development: effective strategies.
  • Topic 2. Curriculum and Instructional design
    Constructive alignment and learning taxonomy in creating course intended learning outcomes (ILOs). Domains of learning and levels of achievement. ILOs for design of teaching and learning activities and assessment tasks. Compiling a course outline. Different forms of lessons. Planning a lesson.
  • Topic 5. Constructive and high-impact feedback
    Manageable and sustainable feedback. Principles of constructive feedback. The relationship between assessment and feedback. Different vectors of feedback: teacher to students; students to teacher, students to students. Peer evaluation. Self-assessment and reflection
  • Topic 3. Teaching tools to create pedagogically effective learning activities
    Teaching tools for specific teaching objectives. Problem-based learning. Team-based learning. Flipped based learning. Tools for students’ engagement in a large class. Experiential learning (learning by doing)
  • Topic 4. Effective assessment
    Purposes of assessment. Principles for designing assessment. Types of assessment: summative and formative. Decisions framework for assessment design. Tasks and criteria for assessment. Institutional assessment policies
Assessment Elements

Assessment Elements

  • non-blocking Online tests
  • non-blocking presentation of the project
    Summative assessment = Verbal Exam is the presentation of student’s report on the designed course. The report takes up 7-10 min. (5-7 slides). The exam is held online via Zoom https://zoom.us/j/96726131483 The list of groups and time for starting the exam will be provided via LMS no later than 7 calendar days prior to the examination. At the time of the report a student has to switch on the microphone and web camera to stay in face-to-face contact with teacher. In case of a short breakdown in the connection make a screenshot/photo with the time of the loss of connection and send it to the teacher's corporate e-mail jvasilieva@hse.ru and try to connect again. If the connection is not restored until the end of the exam provide evidence to the programme office of sirious technical problems (a response from the provider, a screenshot, etc.). If the programme office deems the reason for your absence to be justified you will have the opportunity to retake the exam.
  • non-blocking homework (assignments for tutorials)
Interim Assessment

Interim Assessment

  • Interim assessment (4 module)
    0.3 * homework (assignments for tutorials) + 0.4 * Online tests + 0.3 * presentation of the project
Bibliography

Bibliography

Recommended Core Bibliography

  • Burton, L., Brown, A., Dashwood, A., & Lawrence, J. (2013). Producing Pedagogy. Newcastle upon Tyne: Cambridge Scholars Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=612885

Recommended Additional Bibliography

  • Fulgham, S., & Shaughnessy, M. F. (2010). Pedagogical Models the Discipline of Online Teaching. Hauppauge, N.Y.: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=367187