Required in stage
Optional in stage
First term
Both terms
This year
Next year
Alternating years
External
Prerequisites
Identical coursesApproaches to Innovative Teaching - Global Perspectives (B-TM-Z26371)
Dockx Vanessa (coordinator) | Cools Koen | Dockx Vanessa Aims
The student
1) Has demonstrable knowledge and practice-oriented/scientific understanding of his/her own subject discipline, subject didactics and general pedagogical-educational frameworks and their evolution. He/she has insight into the interaction between these three domains and can use and adjust them in an integrated, critical and differentiated way.
2) Actively seeks out and analyses critical practice-oriented and scientific research within the three aforementioned domains of learning outcome 1. On this basis, he/she autonomously adjusts his/her own practice and takes the initiative to actively disseminate the results and their implications within the educational context.
3) Can develop and justify learning and teaching processes with attention to, inter alia:
o both independently and collaboratively;
o from a subject-specific, multi- and interdisciplinary perspective;
o at group and organisational level;
o adapted to the starting situation of all learners;
o with attention to language-sensitive learning;
o including the design and selection of learning materials.
4) Can take a reasoned position on, and actively participate in and contribute to the (inter)national public debate on current social issues and developments within the three domains mentioned earlier in learning outcome 1.
5) Can take initiative and responsibility to actively seek and develop innovations from the broad research and education field independently and in partnership on the basis of practice-oriented and scientific research.
Previous knowledge
- Students must have completed the 2nd phase of their BA programme
- Students must have language level B2 in English
Is included in these courses of study
Activities
3 ects. Approaches to Innovative Teaching - Global Perspectives (B-TM-Z64444)
EnglishFormat: Lecture-practical-assignment
18 
Second termCools Koen | Dockx Vanessa Content
The course unit
1. reflects on a range of approaches in current education
2. explores innovative approaches in education
3. develops new approaches that enable young people to shape an interconnected future of humanity and planet.
KU Leuven & VIVES
Digital learning and educational technology
1. Synchronous hybrid leren (KU Leuven)
Hybrid finds its peers in such terms as blended, hyflex, comodal, synchronous and online teaching/learning which doesn’t make for a clear understanding but rather spikes misconceptions and confusion. During the introduction to this innovative approach to teaching, the following aspects will be analysed: pedagogical challenges, student engagement in a hybrid setting,
unravelling the complexity of effective hybrid learning environments, technological challenges: learning & teaching space: toolset perspectives and effective scenarios/protocols in a hybrid setting.
We also discuss its added value to your course design and the differences with a traditional face-to-face setting.
2. Educational technology (VIVES)
In a digital age teachers are overwhelmed with online learning solution, tools and apps. There is an demand for specific competences to select a tool and then use them correctly and goal-oriëntated in the learning process. In this session we will reflect on frameworks to investigate digital learning solutions from an educational perspective. Where does digital didactics strengthen the learning process? What are the threats? Students will be introduced to a number of concrete applications that can enhance formative assessment, personalization, interaction and motivation. Also emerging technologies as artificial intelligence and extended reality in the classroom will be discussed.
Luca & UCLL
Transforming the school (LUCA & UCLL)
1. The classroom expanded (LUCA)
In this module, students are challenged to lift the boundaries of the classroom to include social, cultural, museal and public practices. The expanded classroom is enriched by collaboration and inclusion through openness and social awareness.
2. Transformative education (UCLL)
Raising adolescents as engaged global citizens and changemakers for sustainable development challenges teachers to transform their teaching methodologies. In this module, we investigate how teachers can encourage their students to listen and question for deep understanding, envision complex systems and possible futures, and participate as agents of change.
Odisee & Thomas More
1. Virtual Reality 1 - Odisee
2. Virtual Reality 2- Thomas More
How can AR/VR (augmented and virtual reality) be used to address difficult topics such as bioeconomy, global citizenship and art education?
Course material
Study cost: 51-75 euros (The information about the study costs as stated here gives an indication and only represents the costs for purchasing new materials. There might be some electronic or second-hand copies available as well. You can use LIMO to check whether the textbook is available in the library. Any potential printing costs and optional course material are not included in this price.)
Lesson-supporting PowerPoint presentations and additional documentation to support lessons and for self-study appear on Canvas or Blackboard.
Current resources are displayed or communicated in the online learning environment.
Format: more information
Assignments - Group work - Interaction lecture - Intervision - Traditional lecture
Evaluation
(B-TM-Z96371)
Explanation
| Assessment | Grading scale |
|---|---|
| TOTAL | 1-20/20 scale |
At the end of the course unit, students realise a group assignment in small groups of at least 2 people and a maximum number of students that still allows everyone to make a substantial contribution. In this group work, students prepare a short 5- to 10-minute joint presentation on their own campus. This short presentation can be in a format of their own choice, but includes at least one poster, image or short video that can serve as a summary or overview. This can be supplemented with other materials. All students in the group attend their own presentation, which takes place during the second examination period.
For the presentation, students choose one (possibly: several) innovative teaching approaches demonstrated during the course and translate them to their own teaching subject and context. To do so, they look for additional or background information and for a way to apply this approach in classroom practice through exercises, lesson plans, a learning line, or a similar format.
The assignment is evaluated by supervising lecturers from their own institution. Students can only pass if they were physically present for at least five of the six sessions (except for attested absences).
Evaluations that are (unjustifiably) not submitted on time will not be assessed.
All communication on this course unit is via the Canvas or Blackboard environment of this course unit.
Information about retaking exams
This course unit does not allow partial mark transfers.
The second examination opportunity follows the same modalities as the first examination opportunity. Any exceptions will be communicated via the Canvas or Blackboard environment of this course unit.