📃 Overview

In this module, we consider the following themes:

What is deep learning? What is scaffolding?
How do learning outcomes relate to learning objectives?
What criteria do learning objectives fullfill?
How does constructive alignment relate to De Corte's pedagogical-didactic scheme?
How are the core concepts of student-centred learning translated?
What do we mean by relationship, autonomy and competence?
How does assessment relate to learning objectives?
What is qualitative assessment for RUN EU and Howest
The expected preparation for the workshops

📚 Required prior knowledge

At least first and carefully go through the RUN-EU context learning path.

The current learning path builds on the didactic principles stated there.

🎯 Goals

The following goals are central to this module:

You formulate learning objectives based on the criteria provided
You apply the principles of student-centred learning.
You describe the general guidelines for assessment at RUN EU and at Howest
You describe the difference between assessment for, of and as learning.

The following goal is central to the subsequent workshops:

You formulate feedback on colleagues' learning objectives
You choose an appropriatie summative assessment format.
You describe where in your learning trajectory formative and sustainable assessment will take place and in which format.
You reflect on how you're formative and sustainable assessment will contribute to the learning of your students.

💻 Format

Online asynchronous learning path followed by an on-site workshop with peer exchange.

📝 To do

In preparation for the workshops, make sure the information from this module is fresh in your mind. At the end of this section, review your original learning objectives and assessment plan that you handed in with your application proposal. Are there things you can adjust as a result of going through the learning pathway?

⏱ Estimated time investment for this module

Going through learning path: about 2h

Workshop learning goals and assessment: 1,5h

🎨 Created by

RUN EU FAPSA HOWEST, staff members Katelijn Vanrobaeys and Elke Ruys

👩‍🎓 Didactische Competenties Howest (DCH) (in Dutch)

(These are formulated in Dutch, as it concerns calibrated descriptions at Howest and is exclusively addressed to Howest lecturers)

DCH02 - De lector heeft kennis en maakt actief gebruik van de leerdoelen van het opleidingsonderdeel en kan deze situeren in het competentieprofiel van de opleiding.

DCH09 - De lector zet formatieve evaluatie in met het oog op het bijsturen van het leerproces van studenten en de eigen onderwijspraktijk en stimuleert de zelfregulatie en feedbackvaardigheden bij studenten.

DCH10 - De lector bewaakt dat de summatieve evaluatie valide, transparant en betrouwbaar is opgebouwd.

DCH11 - De lector reflecteert over zijn onderwijspraktijk en is bereid en gedreven zijn onderwijs permanent te verbeteren. 