EFFECTIVE DIDACTICAL PRACTICES IN OPEN EDUCATION
This course is part of the program: Master in Leadership in Open Education (Second Level)
Objectives and competences
The aim of the course is to give an overview of the theoretical basics of learning and teaching, while also enabling students to master specific pedagogical, didactic and methodical approaches to the OL and to be able to choose appropriate approaches according to learning objectives and specific context.
Students will develop:
Students should:
1) General learning theories and methods
2) Psychology of learning
3) Education goals, instruction and assessment
4) OL applied learning theories and methods
5) Pedagogy for OL
6) Didactical approaches for OL
7) Methodology for OL
8) Student centered and self-regulated learning
9) Data interaction for learning
10) Life-long and life-wide learning
11) Discipline-based cases for e-learning
12) Technology Enhanced Science Learning
13) Case studies and critical assessment
14) Innovative approaches and practices.
Intended learning outcomes
At the end of the course, students will:
Readings
Beetham, H. & R. Sharpe, R. (Eds.) (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd Ed.). Routledge.
Clark, R.C., Mayer, R.E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th Ed.). Wiley.
Rao, K., Edelen-Smith, P. & Wialehua, C. (2015) Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open, Distance and e-Learning, 30(1), 35-52. doi: 10.1080/02680513.2014.991300
Teräs, H., & Herrington, J. (2014). Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process. The International Review Of Research In Open And Distance Learning, 15(2), 232-253.
Objectives and competences
The aim of the course is to give an overview of the theoretical basics of learning and teaching, while also enabling students to master specific pedagogical, didactic and methodical approaches to the OL and to be able to choose appropriate approaches according to learning objectives and specific context.
Students will develop:
- In-depth knowledge about the specific pedagogical, didactical, and methodological approaches in the context of OL and the ability to critically assess pedagogical and didactical approaches in the existing OL courses;
- Knowledge and understanding of the broad landscape of learning theories, psychology of learning, competency and skill development and contemporary and emerging approaches in OL context;
- Profound knowledge and skills to critically evaluate various solutions and approaches in OL and to match them properly with the OL strategies and learning goals;
- Ability to construct OL solutions based on effective didactical approaches and reasonably utilizing the best affordable technologies.
Students should:
- have general understanding of the scope and importance of pedagogy, didactics, and methodology in education;
- be familiar with the open education (OE) ecosystem, actors and basic Open Learning (OL) processes;
- be able to use communication and collaboration tools, and should be prepared to work in interdisciplinary teams.
- Effective pedagogical practices.
- Pedagogical methods, didactics and methodology. Pedagogical principles applied in OL, didactics for OL, and methodology used in OL.
- Theories of learning, theories of knowledge, psychology of learning, cognition and cognitive processes, learning styles, and influence of cultural and historical backgrounds on learning.
- Matching proper approaches to learning goals, individual, group and organizational learning strategies.
- Model of learning objectives based on taxonomy for learning, teaching and assessing. Taxonomy of educational objectives (knowledge dimension, cognitive process dimension).
- Concepts of openness and transparency in learning, cooperative and collaborative learning, personalized learning; motivational approaches, competences and skills.
- Innovative approaches and best practices in OL.
- Assessing, evaluating and validating proper approaches with respect to the defined OL strategy and OL learning goals.
- Business and organizational learning, including competency and skills development in relation to the organizational business strategies, organizational principles and global innovation, and market and business trends.
1) General learning theories and methods
2) Psychology of learning
3) Education goals, instruction and assessment
4) OL applied learning theories and methods
5) Pedagogy for OL
6) Didactical approaches for OL
7) Methodology for OL
8) Student centered and self-regulated learning
9) Data interaction for learning
10) Life-long and life-wide learning
11) Discipline-based cases for e-learning
12) Technology Enhanced Science Learning
13) Case studies and critical assessment
14) Innovative approaches and practices.
Intended learning outcomes
At the end of the course, students will:
- have a good overview of the theoretical bases of learning and teaching
- master the specific pedagogical, didactical, and methodological approaches for OL
- master the selection of proper approaches and relate them to learning goals and individual/group preferences in OL
- be able to evaluate, validate and critically assess the pedagogical, didactical, and methodological value of OL, taking into account various possibilities and limitations
- be able to reflect on personal performance in implementing OL with proper methods and approaches.
Readings
Beetham, H. & R. Sharpe, R. (Eds.) (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd Ed.). Routledge.
Clark, R.C., Mayer, R.E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th Ed.). Wiley.
Rao, K., Edelen-Smith, P. & Wialehua, C. (2015) Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open, Distance and e-Learning, 30(1), 35-52. doi: 10.1080/02680513.2014.991300
Teräs, H., & Herrington, J. (2014). Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process. The International Review Of Research In Open And Distance Learning, 15(2), 232-253.
