Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy of Higher Education Institution
Course Code
PIC_005
Branch of Science
Educational sciences
ECTS
3.00
Target Audience
Communication Science; Health Management; Juridical Science; Management Science; Medical Services; Medicine; Pharmacy; Political Science; Psychology; Social Welfare and Social Work; Sociology
LQF
Level 8
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Nora Jansone
Structure Unit Manager
Zane Zaharevska
Structural Unit
Unit for Continuing Education of Academic Staff
Contacts
Department of Doctoral Studies: dn@rsu.lv, +371 67409120. Course Supervisor: nora.jansone-ratinika@rsu.lv, +371 67061581. Riga, Dzirciema Street 16, Floor 4 Office D 410 c
About Study Course
Objective
To provide opportunities for doctoral students to enrich the competence necessary for academic work and career in order to: understand current issues in higher education, pedagogy of higher education institution; and to purposefully implement a student-centered study process.
Preliminary Knowledge
General knowledge in pedagogy.
Learning Outcomes
Knowledge
1.- Interprets the contexts of higher education experience and development in Latvia and internationally; - Orients in the principles of theory and practice of student-centered pedagogy; - Knows how to design a study course focused on study outcome achievement; - Understands the nature, approaches, and methods of assessment of learning and teaching achievements;
Skills
1.- Analyzes the current pedagogical challenges and development directions in the field of higher education and science; - Chooses legitimate pedagogical approaches, teaching methods, technologies and technological solutions appropriate to the set pedagogical goal and students' learning needs; - Integrates the findings of the doctoral research into the modeling of one's pedagogical activity; - Evaluates the students' learning process, outcomes, and the professional activity of the university lecturer.
Competences
1.- Independently and reasonably propose conceptual solutions for the development of pedagogical innovations in higher education; - Reasonably critically evaluates one's own and colleagues' pedagogical competence to implement interdisciplinary research and evidence-based pedagogical activity.
Assessment
Individual work
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Title
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% from total grade
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Grade
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1.
Individual work |
-
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-
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Independent work in this study course consists of:
(1) Active participation of doctoral students in interactive lectures
(2) Solving independent tasks facilitating the acquisition of the thematic content of the course individually, in groups, public presentation, and discussion of the developed content
(3) Independent selection and analysis of literature on the chosen topic, which has an interdisciplinary linkage between the pedagogy of higher education institution and the topic of the doctoral thesis
(4) Reflection on the observation of the lecture or class led by the member of RSU stuff
(5) Independent development of the study course design description on the topic of his/her dissertation in the approach of Backward Design (Wiggins, G. P., & McTighe, J. (2012). The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units. ASCD)
(6) Independent self-analysis of the design description of the study course developed
(7) Evaluation of the study course design description developed by one peer in accordance with the guidelines developed by the given guidelines
(8) Sharing experience in interdisciplinary groups on the lessons learned in the development of the study course design and summarizing the main theses in the presentation.
! The doctoral student's contribution to the improvement of the study process is the provision of meaningful feedback on the study course by filling in its evaluation questionnaire.
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Examination
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Examination |
-
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-
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• Active participation in lectures – 25%,
• Solving independent tasks – 25%
• Independent development, analysis, peer evaluation, and presentation of the study course design description – 50%
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Study Course Theme Plan
FULL-TIME
Part 1
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Planning, organization, management and evaluation of study process
Description
Annotation: The topic highlights the design of the study course and its role in strengthening the purposefulness and succession of each course component. Understanding the importance of sequence, the interrelationship of stages and components in the pedagogical design, it is possible to more thoughtfully model the content of learning, activities, assessment and also evaluate the overall pedagogical process and outcome.
Topics covered during the class: What are the essential sections of learning and teaching in the study course or its design? How to match the content of a course to its outcomes? How can the visualization of scaffolding help to create a meaningful pedagogical approach?
Literature: - The European University Association (2020). Report. Internationalisation in learning and teaching. https://eua.eu/downloads/publications/eua%20report%20internationalisation_web.pdf
- The European University Association (2020). Report. Evidence-based approaches to learning and teaching. https://eua.eu/downloads/publications/eua%20report%20evidence-based%20approaches_web.pdf
- Butcher, C., Davies, C., & Highton, M. (2020). Designing Learning: From Module Outline to Effective Teaching (Key Guides for Effective Teaching in Higher Education) (2nd ed.). Routledge.
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
|
Planning, organization, management and evaluation of study process
Description
Annotation: The topic highlights the design of the study course and its role in strengthening the purposefulness and succession of each course component. Understanding the importance of sequence, the interrelationship of stages and components in the pedagogical design, it is possible to more thoughtfully model the content of learning, activities, assessment and also evaluate the overall pedagogical process and outcome.
Topics covered during the class: What are the essential sections of learning and teaching in the study course or its design? How to match the content of a course to its outcomes? How can the visualization of scaffolding help to create a meaningful pedagogical approach?
Literature: - The European University Association (2020). Report. Internationalisation in learning and teaching. https://eua.eu/downloads/publications/eua%20report%20internationalisation_web.pdf
- The European University Association (2020). Report. Evidence-based approaches to learning and teaching. https://eua.eu/downloads/publications/eua%20report%20evidence-based%20approaches_web.pdf
- Butcher, C., Davies, C., & Highton, M. (2020). Designing Learning: From Module Outline to Effective Teaching (Key Guides for Effective Teaching in Higher Education) (2nd ed.). Routledge.
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Total ECTS (Creditpoints):
3.00
Contact hours:
20 Academic Hours
Final Examination:
Test
PART-TIME
Part 1
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning, organization, management and evaluation of study process
Description
Annotation: The topic highlights the design of the study course and its role in strengthening the purposefulness and succession of each course component. Understanding the importance of sequence, the interrelationship of stages and components in the pedagogical design, it is possible to more thoughtfully model the content of learning, activities, assessment and also evaluate the overall pedagogical process and outcome.
Topics covered during the class: What are the essential sections of learning and teaching in the study course or its design? How to match the content of a course to its outcomes? How can the visualization of scaffolding help to create a meaningful pedagogical approach?
Literature: - The European University Association (2020). Report. Internationalisation in learning and teaching. https://eua.eu/downloads/publications/eua%20report%20internationalisation_web.pdf
- The European University Association (2020). Report. Evidence-based approaches to learning and teaching. https://eua.eu/downloads/publications/eua%20report%20evidence-based%20approaches_web.pdf
- Butcher, C., Davies, C., & Highton, M. (2020). Designing Learning: From Module Outline to Effective Teaching (Key Guides for Effective Teaching in Higher Education) (2nd ed.). Routledge.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning, organization, management and evaluation of study process
Description
Annotation: The topic highlights the design of the study course and its role in strengthening the purposefulness and succession of each course component. Understanding the importance of sequence, the interrelationship of stages and components in the pedagogical design, it is possible to more thoughtfully model the content of learning, activities, assessment and also evaluate the overall pedagogical process and outcome.
Topics covered during the class: What are the essential sections of learning and teaching in the study course or its design? How to match the content of a course to its outcomes? How can the visualization of scaffolding help to create a meaningful pedagogical approach?
Literature: - The European University Association (2020). Report. Internationalisation in learning and teaching. https://eua.eu/downloads/publications/eua%20report%20internationalisation_web.pdf
- The European University Association (2020). Report. Evidence-based approaches to learning and teaching. https://eua.eu/downloads/publications/eua%20report%20evidence-based%20approaches_web.pdf
- Butcher, C., Davies, C., & Highton, M. (2020). Designing Learning: From Module Outline to Effective Teaching (Key Guides for Effective Teaching in Higher Education) (2nd ed.). Routledge.
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Total ECTS (Creditpoints):
3.00
Contact hours:
12 Academic Hours
Final Examination:
Test
Bibliography
Required Reading
1.
Yan, Z., & Yang, L. (2022). Assessment as Learning: Maximising Opportunities for Student Learning and Achievement. Routledge. (EBSCO e-grāmata)
2.
Butcher, C., Davies, C., & Highton, M. (2020). Designing Learning: From Module Outline to Effective Teaching (Key Guides for Effective Teaching in Higher Education). 2nd ed. Routledge. (EBSCO e-grāmata.)
3.
Harden, Ronald M. (2012). Essential skills for a medical teacher: an introduction to teaching and learning in medicine / Ronald M. Harden, Jennifer M. Laidlaw; foreword by Steven L. Kanter. Edinburgh: Churchill Livingstone/Elsevier.
4.
Race, P. (2015). The Lecturer's Toolkit: a practical guide to learning, teaching and assessment. London: Routledge.
5.
Schunk, D. (2019). Learning Theories: An Educational Perspective. 8th ed. Pearson.
6.
Marshall, S. (2020). A Handbook for Teaching and Learning in Higher Education. 5th ed. Routledge.
Additional Reading
1.
Barkley, E. F. (2010). Student Engagement Techniques: a Handbook for College Faculty. San Francisco: Jossey-Bass.
2.
Dickman, N. and Schuster, B. (2020). Active education for future doctors. Springer. (EBSCO e-grāmata.)
3.
International Journal of Teaching and Learning in Higher Education.
4.
Learning and Teaching in Higher Education. (EBSCOhost Academic Search Complete ar viena gada embargo.)
5.
Šteinberga, A. (2011). Pedagoģiskā psiholoģija augstskolā. Rīga: Rīgas Tehniskā universitāte.
6.
Robinson, V. M. (2011). Student-Centered Leadership. San Francisco: Jossey-Bass; Chichester: John Wiley.
7.
Visvizi, A., Lytras, M. D., Daniela, L. (2018). The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. (Emerald Studies in Higher Education, Innovation and Technology). United Kingdom: Emerald.
Other Information Sources
1.
European University Association (EUA)
2.
The European Higher Education Area (EHEA)