Course innovations at theuniversity

Innovative education or educatedinnovations?

Keynote – prof. dr. Perry den Brok, June 11, 2019

Contents of this keynote

Drivers for change in higher education

Trends in higher (engineering) education

Course innovations evaluated: some findings andrecommendations

Stimulating educational innovation: 4TU Centre forEngineering Education (4TU.CEE) as example

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Drivers for change (1): educating for

societal needs & challenges

3

Drivers for change (2): change in (number

and diversity of) learners

4

Drivers for change (3): increasing and

more diverse role of ICT

5

Drivers for change (4): changes in

research (citizen science, practitioner

science)

6

Drivers for change (5): institutional

missions and visions

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Trends in higher (engineering) education

curricula

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Photo by: Alma Nahualli (wordpress.com)

1. Focus on different skills2. Attention for professional identity and career orientation3. Flexible curricula & choice options

Trends in higher (engineering) education

pedagogy

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Students as active, collaborative, experiential and hands-on learners

Teachers as coaches, interdisciplinary guides/ assessors, ICT supporters and boundary crossers

Trends in higher (engineering) learning

environments

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1. Authentic

2. ICT-infused

3. In-’school’ and ‘out of school’

4. Flexible and open

Studying course innovations @4TU

Context: course innovation fund(s) at multiple universities

Type of projects: short in duration (1-2 years), small budgets (10-30 kEuro), single courses targeted, small number of innovators, some educational support

Collected/analyzed data:

● Innovation fund proposals (approx. 100)

● Interviews with (selection of) project leaders, educational directors, involved teachers

● Looking at project outcomes/products (if available)

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Innovation evaluation framework

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1. General Characteristics of the innovation project: Course level, chair group applying, budget, etc.

2. Type of (and characteristics of the) innovator: Collaborations across science groups, team composition, etc.

3. Reason for the Innovation: What are key reasons for the innovation?

4. Goal of the Innovation: Which educational goals is this innovation project aiming to meet?

5. Conceptual underpinning of the innovation: Is there a theoretical, empirical, conceptual underpinning?

6. Type of curricula innovation: What aspects of the curricula/course are innovated?

7. Newness of the innovation: How new is the innovation?

8. Depth of innovation: How deep is the change fostered through the innovation?

9. Learning domain innovation: Which main learning domains will be enhanced through this innovation?

10. Competence domain innovation: Which competence will be enhanced through this innovation?

11. Connectivity curricula-society: Is this innovation concerning linkages between curricula- society?

12. Evaluation Strategy: Will this innovation project be evaluated and how?

13. Dissemination Strategy: In what way this innovation project will be disseminated?

14. Product(s) to be developed: What products will be developed through the innovation?

Some findings: reasons to innovate

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Challenges in Teaching, Learning and Assessment

26%

Changes in society3%

Changes in the students population

52%

Challenges with logistic & resources

19%

Including:

Performance & Learning of Students

Student Satisfaction & Engagement

Performance Teachers

Collaboration Teachers

Assessment

(Lack of) alignment Teaching,

Learning & Assessment

Including:

New societal trends

Emergent technologiesIncluding:

Increasing nr. of students

Change students characteristics

Including:

Availability equipment

Availability space

Inefficiency

Finances

Some findings: course elements targeted

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0% 20% 40% 60% 80% 100% 120%

Course Rationale

Course Aim & Objectives

Course Content

Non-Digital Innovation Materials & Resources

Grouping

Assessment

Time

Teaching & Learning Activities

Location & Environment

Digital Innovation Materials & Resources

% proposals

Some findings: resulting products

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Digital Products

Non- Digital Products

0% 10% 20% 30% 40% 50%

Physical materials / assignments/books

Face-to-face peer groups

Online practical component

Online app / peer feedback system

Online module / online course materials

Knowledge clip / online video

Online excersises / assessment

% proposals

Some findings: learning domain

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NOTE: a proposal can also foster more than one learning domain

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

No learning domain

Psychomotor learning domain(behaviour, use of technologies in labs, etc.)

Affective learning domain(motivations, values, social attitudes, etc.)

Metacognitive learning domain(planning, evaluating, reflecting, etc.)

Social skills learning domain(collaboration, communication, etc.)

Cognitive Learning domain(knowledge development and application)

Some findings: underpinning

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0% 20% 40% 60% 80% 100%

Experiential underpinning

Empirical underpinning

Theoretical underpinning

No underpinning

% proposals

Underpinning Intented Innovations

Some findings: evaluation strategy?

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Some findings: dissemination?

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No Dissemination

16%

Dissemination for Awareness

(MENTION)16%Dissemination for

Understanding

(EXPLAIN)48%

Dissemination for Action

(TRAIN/ENGAGE)20%

Some recommendations

Stimulate/support less visible groups/faculties in submitting proposals

Balance between pre-set criteria and more open format in calls

Let educational innovation be theory-based and/or evidence-informed

Distinguish between experimentation and implementation in new context/course

Make sure evaluation plans and dissemination are integral part of innovation proposals. Support this (via educational experts) if necessary.

Monitor performance of projects and bring innovators together

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4TU Centre for Engineering Education :

innovation map

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4TU.CEE: activities to support innovation

Study days, tours, workshops connected to innovation map

Linking senior qualification to innovation, innovation as part of educational career paths

Innovation fellows / innovation ambassadors

Newsletters & blog to keep innovation ‘active’

Disseminating in innovation map and participating in innovator meetings as ‘obligatory’ (but funded) part of projects

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Website: https://www.4tu.nl/cee/en/Innovation Map: https://www.4tu.nl/cee/en/research-innovation/

Small changes: large impact?

Formulate lecture goals as questions, ask students at the end of the lecture to answer them.

Use simple grading/feedback rubrics for in-between assessments, combine them to a more complex end grade.

Use short digital quizzes during lectures.

Give observation assignment for video assignment (for example: ‘tag’ a part of the lecture with a key-word).

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