Learning and Teaching in the Higher Education and Science

Annotation: The topic reveals the concept of the European Higher Education Area (Bologna Process). International guidelines for developing higher education in synergy with research are panoramically outlined. These guidelines create an understanding of higher education's goals and current challenges at the global and national levels and help mark the connection with the pedagogy of higher education institution. The essence and main categories of the pedagogy of higher education institution are revealed, the philosophical approach of the student-centered study process is explained. Topics covered during the class: What are the purpose and tasks of higher education? What are the essential issues of higher education pedagogy? What concepts form the fundamental idea of student-centered learning and teaching? Literature: - European Higher Education Area and Bologna Process http://www.ehea.info/ - The European Higher Education Area in 2020 Bologna Process Implementation Report. https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/ehea_bologna_2020_0.pdf - Curaj, A., Matei, L., Pricopie, R., Salmi, J., & Scott, P. (2015). The European Higher Education Area: Between Critical Reflections and Future Policies (1st ed. 2015 ed.). Springer. - Universities without walls A vision for 2030. https://eua.eu/downloads/publications/universities%20without%20walls%20%20a%20vision%20for%202030.pdf - Rome Communiqué https://www.unica-network.eu/rome-communique-ministers-responsible-for-higher-education-present-vision-for-the-second-decade-of-the-ehea/ - Nākotnes augstskolas 2030. Latvijas augstākās izglītības un augstskolu attīstības nacionālā koncepcija 2021. - 2030. gadam (Higher Education Institutions of the Future 2030. National Concept of the Higher Education of Latvia and Higher Education Development for 2021-2030.). https://www.aip.lv/files/AIP_Koncepcija_2030_%20apstiprinata_versija_20211025.pdf - McKinsey Global Institute. Skill shift automation and the Future of the Workforce https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/skill%20shift%20automation%20and%20the%20future%20of%20the%20workforce/mgi-skill-shift-automation-and-future-of-the-workforce-may-2018.pdf - OECD Skills Outlook 2021 Learning for Life https://www.oecd.org/education/oecd-skills-outlook-e11c1c2d-en.htm - Unesco International Commission on the Futures of Education. (2021). Reimagining our futures together: a new social contract for education. The United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000379707.locale=en

Annotation: The topic presents the idea and rationale for a student-centered approach in the context of learning and teaching. The implementation of the student-centered approach is revealed in the paradigms of Behaviorism, Cognitivism, Constructivism, Connectivism, and Collaborativist (aka Online Collaborative Learning) Theory, and their practical application in the online or face-to-face pedagogical process. Topics covered during the class: What are the purposes of learning theories, principles, learning styles strategies, and how to navigate through them? What factors should be taken into account when developing a teaching approach and choosing specific theories and techniques? Literature: - Dochy, F., Gijbels, D., Segers, M., & Bossche, V. P. D. (2021). Theories of Workplace Learning in Changing Times (Routledge Psychology in Education) (2nd ed.). Routledge. - Johnson, A. (2019). Essential Learning Theories (Illustrated ed.). Rowman & Littlefield. - Bates, B. (2019). Learning Theories Simplified: . . .and how to apply them to teaching (Second ed.). SAGE Publications Ltd. - Schunk, D. (2019). Learning Theories: An Educational Perspective (8th ed.). Pearson. - European Student Association project “Time for a New Paradigm in Education: Student Centered Learning” (T4SCL) December 2009 - November 2010 https://www.esu-online.org/?project=time-student-centred-learning - Attard, A., di Iorio, E., Geven, K., & Santa, R. (2010). Student-Centred Learning Toolkit for students, staff and higher education institutions. https://www.esu-online.org/wp-content/uploads/2017/10/SCL_toolkit_ESU_EI.compressed.pdf. Laserline. - Todorovski, B., Nordal, E., & Isoski, T. (2010). Overview on Student - Centered Learning in Higher Education in Europe: Research Study. European Students’ Union ESU. http://ehea.info/media.ehea.info/file/Student_centred_learning/63/2/Overview-on-Student-Centred-Learning-in-Higher-Education-in-Europe_679632.pdf - Geven, K. (2010). Student Centered Learning. A survey on the views of national unions of students and higher education staff. Partos, Timisoara. https://www.esu-online.org/wp-content/uploads/2016/07/2010-T4SCL-Stakeholders-Forum-Leuven-Survey-Analysis.pdf - Attard, A. (2010). Student Centered Learning An Insight Into Theory And Practice. Partos, Timisoara. https://www.esu-online.org/wp-content/uploads/2016/07/2010-T4SCL-Stakeholders-Forum-Leuven-An-Insight-Into-Theory-And-Practice.pdf - EUA. Promoting active learning in universities: Thematic Peer Group Report. https://eua.eu/resources/publications/814:promoting-active-learning-in-universities-thematic-peer-group-report.html - EUA Report. 2021. Environmental sustainability of learning

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.

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.

Annotation: The topic summarizes and categorizes teaching methods and forms of work that support active and deep learning, allowing to purposefully create an adequately challenging cognitive load for students, taking into account the student's zone of proximal development (Vigotsky, 1978) and provide various types of interaction. content, student-lecturer, student-student) in the study course. Topics covered during the class: What is the role of the university lecturer in collaboration with students - the division of power, responsibilities, and duties? How to choose appropriate forms of learning for the acquisition of learning outcomes? What are the factors that draw the line between a thought-provoking, active and engaging learning process and over-diversified learning? What should be the ratio between lecturer-led and student-led or self-paced learning? Literature: - Neelen, M., & Kirschner, P. A. (2020). Evidence-Informed Learning Design: Creating Training to Improve Performance. Kogan Page Limited.

Annotation: The content of the topic primarily suggests thinking about the purpose of assessment: assessment for learning, assessment as learning, and assessment of learning. These goals of assessment are revealed in more detail in the review of the theory and practice of summative, formative, and cumulative evaluation in the pedagogy of higher education institution. A separate thematic segment is dedicated to providing a feedback loop and understanding the different types of feedback. Topics covered during the class: How does summative, formative, and cumulative assessment differ, how can all these types be purposefully implemented in the assessment of study outcomes in a study course? What is the role of receiving and providing feedback in promoting student growth and evaluating the lecturer's pedagogical activity? In what ways should the student's competence to assess his/her learning and understand individual challenges and growth opportunities be strengthened? Literature: - Irons, A., & Elkington, S. (2021). Enhancing Learning through Formative Assessment and - Feedback (Key Guides for Effective Teaching in Higher Education) (2nd ed.). Routledge. - Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide (3rd ed.). Jossey-Bass. - Namsone, D. (2018). Mācīšanās lietpratībai. Latvijas Universitāte. https://www.siic.lu.lv/fileadmin/user_upload/lu_portal/projekti/siic/Kolektiva_monografija/Macisanas_Lietpratibai.pdf - The European University Association (2020.) Report. Student assessment. https://eua.eu/downloads/publications/eua%20report%20student%20assessment_web.pdf

Annotation: The theme is designed to develop an understanding of the concept and processes of digital transformation in higher education, the pedagogical goals of technology-enhanced learning and teaching, and the masterful use of technologies and technological solutions to achieve them. The content of the university lecturer's pedagogical-digital competence, its role in the quality of the study process, and the lecturer's professional development responsibility and opportunities are revealed in the content. Topics covered during the class: What factors justify the relevance of technology-enhanced learning in higher education? What practically shows in the study course that technology-enhanced learning is designed in accordance with the set pedagogical goals? What are the components of a university lecturer's pedagogical-digital competence? What are the challenges of using educational technologies in learning and teaching inadequately and inconsistently? What lessons are learned from the SARS-CoV-2 (COVID-19) pandemic relevant to the pedagogy of higher education institution? What are the opportunities and challenges of integrating technology into the study process? Literature: - Daniela, L., & Visvizi, A. (2021). Remote Learning in Times of Pandemic: Issues, Implications and Best Practice (Routledge Research in Digital Education and Educational Technology) (1st ed.). Routledge. - Visvizi A., Lytras M. D., Daniela L. 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, 2018. - https://all-digital.org/resources/ - Volungevičienė, A., Brown, M, Greenspon, R., Gaebel, M. & Morrisroe, A. (2021). DEVELOPING A HIGH PERFORMANCE DIGITAL EDUCATION ECOSYSTEM INSTITUTIONAL SELF-ASSESSMENT INSTRUMENTS https://eua.eu/downloads/publications/digi-he%20desk%20research%20report.pdf - Jansone-Ratinika, N. et al. (2020) State Research Programme: Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for societal resilience in the future. CoviDzīve, Nr. VPP-COVID2020/1-0013. Supplement 5: Self-evaluation of pedagogical-digital competence of the academic staff and offer of improvement. https://lzp.gov.lv/wp-content/uploads/2021/02/35_lidz_38_zinojumi_ pielik_03_rez_37_38_c.pdf - European University Association, Volungevičienė, A., Brown, M., Greenspon, R., Gaebel, M., & Morrisroe, A. (2021, January). Developing a High Performance Digital Education Ecosystem. Institutional self-assessment instruments. European University Association. https://eua.eu/component/attachments/attachments.html?id=3060 OECD (2021), Going Digital in Latvia, OECD Reviews of Digital Transformation, OECD Publishing, Paris, https://doi.org/10.1787/8eec1828-en.

Annotation: The topic allows the doctoral student - potential lecturer - to capture the areas of professional activity of university lecturers - pedagogical work, research, organizational work, involvement in the community (social activities), and professional development - and to identify relevant issues in them. The content included in the sub-topics provides an overview of how complex the lecturer's competence is, how many facets it includes, and that professional mastery needs to be continuously improved. Topics covered during the class: How to become more aware and accept the professional identity of a university lecturer in order to strengthen the affiliation to the higher education sector and assimilate the main goals of his/her activity? How to create synergy and balance between the many areas of the university lecturer's professional activity? What are the ways and forms in which it is possible to reflect the growth of one's pedagogical competence (portfolio) in order to be aware of one's capabilities and the knowledge, skills, and attitudes to be developed? Literature: McDonnell, J. J. (2019). Navigating an Academic Career: A Brief Guide for PhD Students, Postdocs, and New Faculty (Special Publications Book 74) (1st edition). American Geophysical Union. - Baranova, S. Professional development of the university faculty in further education. Doctoral Thesis. Riga: LU, 2011. - Huisman, J., & Tight, M. (2021). Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, 7). Emerald Publishing Limited. - The European University Association (2019). Report. Continuous development of teaching competences. https://eua.eu/downloads/publications/eua%20tpg%20report%203%20-%20continuous%20development%20of%20teaching%20competences.pdf - The European University Association (2019). Report. Career paths in teaching. https://eua.eu/downloads/publications/eua%20tpg%20report%202%20-%20career%20paths%20in%20teaching.pdf

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.

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.