expando conference ghent, 12 nov 2013 group session 3. curriculum design fit for purpose designing...
TRANSCRIPT
ExpandO ConferenceGhent, 12 Nov 2013
GROUP SESSION 3. Curriculum Design Fit for Purpose
Designing curricula to prevent problems rather than fixing them
Kim De RooverSabine De VriendtWim van Delft
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Group Sessions
”In 4 group sessions, the project partners will present structural solutions based on their own experience but applicable to all . They will offer concrete results and will trigger new ideas among participants.”
Part 1. Concrete results
Part 2. Trigger new ideas among participants
THREE CASES
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Framework: the European Agenda for 2020
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ExpandO Project
We will step up our efforts towards underrepresented groups to develop the social dimension of higher education, reduce inequalities and provide adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning.
(Bucharest, 2012)
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ExpandO Project
We will step up our efforts towards underrepresented groups to develop the social dimension of higher education, reduce inequalities and provide adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning.
(Bucharest, 2012)
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Progress towards EU benchmarks
PRIORITY BENCHMARK
EU AVERAGE 2006 EU AVERAGE 2011
Early school leaving 10% 15,5% 13,5%
Adult participation in learning 15% 9,5% 8,9%
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Underrepresented groups
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Working students at University of Antwerp
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ExpandO Project
We will step up our efforts towards underrepresented groups to develop the social dimension of higher education, reduce inequalities and provide adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning.
(Bucharest, 2012)
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Centre for Working and STudying
MAIN GOALS
informing, coaching and supporting working students
development of courses in blended learning
promoting the interests of lifelong learners
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Part 1. Concrete results
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Part 2. Trigger new ideas among participants
CASE 1. FLEXIBLE LEARNING PATHSHow flexible should we be?
CASE 2. AIMING AT A HIGHER DEGREEThe only way is up?
CASE 3. LEARNING STRATEGIESHow to increase intrinsic motivation when things don’t go as planned?
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Part 2. Trigger new ideas among participants
CASE 1. FLEXIBLE LEARNING PATHSHow flexible should we be?
In 2012 Lisa enrolls for a master’s programme in social work. She wants a flexible learning path and opts for a part-time study load of approximately 30 credits a year. Her main courses are offered on one day a week. In Year 1 of her study she attends classes on Tuesday starting at 2 pm till 8 pm, in year 2 she will attend classes on Thursday starting at 2 pm till 10 pm. During her first year all went well, but during her second year her employer is giving her a hard time, asking her to skip classes and be more present at work. She goes to her professor asking him to give her an alternative task instead of the group work which includes an oral presentation. Should the professor adjust to her needs?
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Part 2. Trigger new ideas among participants
CASE 2. AIMING AT A HIGHER DEGREEThe only way is up?
Ted is an ambitious 32-year-old boy. He went to graduate school and obtained a professional bachelor degree in marketing, but is confronted with some barriers in his company such as missing a promotion because of not having the right degree. Therefore he would like to get a master’s degree. His regular study path had already been filled with obstacles and he had to put in a lot of effort to obtain his bachelor degree (extra tutoring, several examination trials for some courses, deliberation for two subjects). This has affected his learning credit, which is now limited to 24 ECTS. Ted really wants to get a master’s degree and is willing to pay for extra credit or to subscribe for a reduced programme. In time he wants to apply for a management, which brings extra responsibility and requires a master’s degree. This function is everything Ted has ever dreamed of. Should the university administration accept or rather decline his enrolment?
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Part 2. Trigger new ideas among participants
CASE 3. LEARNING STRATEGIESHow to increase intrinsic motivation when things don’t go as planned?
In 2008 Fourat enrolled for a bachelor’s degree in law. He was really enthusiastic to start this study and was highly motivated and maybe in time – who knows- he could obtain a master’s degree in law. As time passes, he is faced with reality: the courses are though, written in academic language and with a lot of extra articles to read and papers to write. His study absorbs more and more of his time. Aicha, his wife, has just given birth to a twin. Both baby daughters don’t sleep at regular times and Fourat gets exhausted. He gets too little sleep and during the day he has terrible headaches which reduce his concentration on the course. He is 24 ECTS away from his bachelor degree, but is so tired that he thinks about dropping out. What would you advise this student?