dr. christopher hanzl, ma , bed

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Dr. Christopher Hanzl, MA , BEd

> Secondary School Teacher

> Information and Knowledge Management Studies

> FH Campus Vienna Head of Teaching Support Centre

> Doctoral studies Lifelong Learning & E-Learning (MOOCs)

> Project Manager MA23 "Flipped Classroom Lab“

> Lecturer at the FH Campus Vienna & University of Vienne (knowledge management, e-learning, media didactics, teacher training)

> Consultant for E-Learning at the Campus Academy

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Seite 4Erstellt von: Vorname Nachname tt.mm.jjjj

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Bologna Process Framework

> Promoting mobility of students and teachers> Comparability and transparency of qualifications(EQR, NQR)

> Structure - Bachelor, Master, Doktorat/PhD> Modularisation of study programmes> Simplification of the recognition of educational qualifications> Diploma Supplement

> Implementation of a credit point system – ECTS Credits> Workload-orientation=>the students' point of view.

> Output Orientation (Learning Outcomes)> Competence orientation: Learning outcomes in the form of

competences ("knowledge & ability")> change of perspective – „from teaching to learning“

> Flexibilisation of learning times and places> „distance learning“> E-Learning

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„Shift from Teaching to Learning“ (Wildt,2003)

>Student Centered Learning

>From input to output orientation

>workload perspective

>Students and their learning processes take the centrestage

>New conception of the teacher's role in the classroom

>Change of the teaching role away from centering on instruction towards the arrangement of learning environments or situations.

>Promotion of self-organised and active learning

>Competence Based Learning

>Different approaches towards course and lecture design

>Learning outcomes in the form of competences ("knowledge & ability")

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Shift from Teaching to Learning

Content orientation

Scientific contents

What are the central elements of the discipline?

Teaching = sequencingcontent

How is disciplinary knowledge arranged?

Outcome orientation

Resulting competencies

What should students be able to do?

Teaching = development of operational competence

How can we put knowledegeinto practice?

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Design of student-centred lectures – ConstructiveAlignment

Curriculum

Target Group

Ressources

Content

„Constructive Alignment“ (Biggs/Tang, 2011)

Learningoutcome

Didactical Methods Assessment Methods

Erstellt von: Dipl.Päd. Christopher Hanzl, MA, BEd

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Curriculum

Target Group

Ressources

Content


Learningoutcome

Didactical Methods Assessment Methods


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Spot the difference!Content Orientation

• Basics of disaster

management

• Risk Analysis I

Competence Orientation• Capacity to describe, analyse

and evaluate the

environmental and

organisational aspects

influencing vulnerabilities and

capacities to face disasters.

• Capacity to work theoretically

and practically in the

processes of disaster

management (disaster risk

reduction, response, and

recovery) and relate their

interconnections, particularly

in the field of the Public

Health aspects of the

disasters.

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HOW YOU TEST IS HOWTHEY LEARN !

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Curriculum

Target Group

Ressources

Content


Learningoutcome

Didactical Methods Assessment Methodsdete

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Steering the learning process through testing (Müller 2011)

Surface-Level-Approach

> Memorizing

> Present facts

> Memorizing facts,

> quickly forgotten

Deep-Level-Approach

Understanding, bringing into one's own context

applying

draw conclusions,

Recognizing correlations

Flow experience (positive emotions)

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Traditional vs. competence-oriented learning progress feedback

Design along the subject classification system

Design throughout the competence development process

What qualifications did students acquire at the end of their studies ?

What skills and competences should graduates have after completing their studies ?

Predominantly summative formsLearning goal-oriented application - mix of formative and summative forms

Students reproduce the knowledge they have been taught

Students show action skills in exam situations

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Principles of competence-based testing (Walzik, 2012)

>Exams must therefore be designed in such a way that it is possible to draw conclusions about the relevant underlying competences.

>It is not the competence as such that is measured, but rather the observable action (performance) as an indicator of the underlying competence construct.

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Testing as proof of competence - key questions:

Which time points of examination are chosen in the learning process ?

>process orientation

>performance orientation

=>Effects on the teaching-learning concept

Vgl. Arbeitsstelle für Hochschuldidaktik. (2007). Leistungsnachweise in modularisierten Studiengängen.Universität Zürich: Arbeitsstelle für Hochschuldidaktik. Verfügbar unter: http://www.afh.uzh.ch

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Curriculum

Target Group

Ressources

Content


Learningoutcome

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Didactical Methods

>Outcome orientated choice of procedures for controlling and supporting learning processes

>Includes all teaching/learning activities of a lecture that are implemented to support the acquisition of knowledge and skills. (Meta- to Micro Level)

>The methodical design of the lecture also includes the

>Timing of teaching and learning units

>Choice of social form of learning

> layout of the classroom

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Fundamental forms of didactic methods

level of lesson

structure

Activity focus

on

Degree of

Activity/

Interaction

Direct instruction / classic

lecturehigh teacher low

Activating

Methods

Working-out

methodsmedium Students & teacher medium

exploratory

methodslow Students high


Direct Instruction

• Methods: Lecture, presentation, • Basic understanding = Presenting, explaining and

illustrating a fact, problem, model, etc. • Teachers present the subject in a didactically

prepared way force students to listen passively to a large extent, even if media is used.

• Students in the role of recipients• Students try to follow and understand what is

presented; well suited for the transfer of factual knowledge or low levels of competences

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Traditional view on

teaching and learning

Reinmann-Rothmeier & Mandl (2001)

learning as primarily receptive process

Passive position of the learner

teaching in the sense of instruct, present, explain

Active role of the teacher

INSTRUCTION

Activating Methods

• Mixed methods• Working out or processing a fact, problem, model

etc. in groups/peers. • Teachers initiate didactically prepared

independent learning and explorationprocesses

• Students try to work on or process the subject independently or colaborativly

• Teacher accompanies and supports the learning Process

• Guide on the side

Spot the difference!Content Orientation

• Basics of disaster

management

• Risk Analysis I

Competence Orientation• Capacity to describe, analyse

and evaluate the

environmental and

organisational aspects

influencing vulnerabilities and

capacities to face disasters.

• Capacity to work theoretically

and practically in the

processes of disaster

management (disaster risk

reduction, response, and

recovery) and relate their

interconnections, particularly

in the field of the Public

Health aspects of the

disasters.

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INSTRUCTION

Encourage, support teaching

and advise as well as guide, present and explain ...

Situational change between reactive

and active position of the teacher.

CONSTRUCTION of competence and knowledge

and at times receptive position of the learner.

CONSTRUCTION of competence and knowledge

Learning as a constructive, self-directed, social and

and emotional process.

Switching between active

and at times receptive position of the learner.

Teaching seen as designing problem-based learning environments

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Student-centred approach (vgl.Motschnig-Pitrik,2006)

>Focus of the overall teaching concept on learning outcomes (Constructive Alignment)

>Focus on formative assessment methods to continuously improve the learning process.

>Exercises in lectures contain activating, motivating and contextualised teaching and learning objects to enable self-directed learning.

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Student-centred approach (vgl.Motschnig-Pitrik,2006)

>Forms of communication and distance-oriented feedback as well as assessment loops are used in different social forms (teaching student / teaching - learning group /)

>Lectures comprise different social forms such as individual, partner and group work to address all social aspects of learning.

“Thirty years from now the big university campuses will be

relics. Universities won't survive. It's as large a change as

when we first got the printed book.” Peter Drucker (1997)

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Digital Natives

• Knowledge Society

• Digital Natives

• Student diversity

• Demand for digital learning

Society

• Omnipresent Internet

• Social Media

• Open Acess

• Big Data

Technology

• Half life of knowledge

• In-service learning

• New job profiles

• New target groups

Lifelong Learning

Dig

italisa

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of h

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21st

century

teacher

should

be…..

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11.09.2019

Teaching StrategyTeaching Philosophy

Teaching Support Center


University Didactics

• Advice / counseling on

instructional design

• workshops

• planning materials

E-Learning & Mediaproduction

• E-Learning Materials

• Videolectures

• Studio

• Videoplattform

• E-Portfolio System

UD-Workshop

Series

E-Learning Support

UD Certificate

Programme

DidacticalSupport

UD Certificate

Programme

E-Teaching Certificate

Programme

11.09.2019

Teaching StrategyTeaching Philosophy


Teaching Quality Points

E-Learning Best Practice Fundings

E-Learning Coordinators

Teaching Award

Campus ConnectPlatform

DU- Workshop Programme

Videolectures

Learning Management Courses

World Cafe

• TABLE 1:Under the impression of the impact on student centered learning on didactics, how do you currently deal with the development of the didactic competence of your teacherstaff to implement student centered learning and what obstacles do you encounter?

• TABLE 2: Which basic conditions (internal-external) concerning resources or institutional structures do you need to master the shift from teaching to learning at your university and as a consequence to foster student centered learning?

• TABLE 3: What impact will the current developments in digitalization and learning technologies have on your universities and what measures are need to be taken? Discuss technical demands as well as further developments of potential new knowledge distribution or business models in the higher ed. Sector.

Table 1

20‘

Table 2

20‘

Table 3

20‘

after all rounds

the table hosts

will summarize

the results (10‘)

plus optional final

panel discussion

(Mettinger)

W O R L D C A F E

dr. christopher hanzl, ma , bed

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