Abstract
In an increasingly globalised world high-quality education is pivotal in order to better prepare students to actively
and successfully participate in today’s dynamic societies. In the last few years, student-centred learning has gained
political recognition in the Bologna Process as a concept with the potential to improve both quality and equity in
(higher) education. Student-centred learning is both, a mind-set and culture within a given education institution and
a constructivist approach to learning and instruction. This course tackles the following guiding questions: What
is the current state of implementation of student-centred learning in European higher education? What does
learning science research tell us about the effectiveness of student-centred learning and instruction? How can
instructors design and bring to life student-centred learning environments that provide students with
opportunities for deep learning? What do student-centred practices look like in schools and higher education
classrooms? Does student-centred education offer new pathways to overcome some of the inequities in tertiary
educational opportunities?
Students are expected to participate actively in class. Erasmus students from various countries are more than
welcome to sign up for this course.
Poslední úprava: PhDr. Veronika Laufková, Ph.D. (10.02.2019)
Abstract
In an increasingly globalised world high-quality education is pivotal in order to better prepare students to actively and successfully participate in today’s dynamic societies. In the last few years, student-centred learning has gained political recognition in the Bologna Process as a concept with the potential to improve both quality and equity in (higher) education. Student-centred learning is both, a mind-set and culture within a given education institution and a constructivist approach to learning and instruction. This course tackles the following guiding questions: What is the current state of implementation of student-centred learning in European higher education? What does learning science research tell us about the effectiveness of student-centred learning and instruction? How can instructors design and bring to life student-centred learning environments that provide students with opportunities for deep learning? What do student-centred practices look like in schools and higher education classrooms? Does student-centred education offer new pathways to overcome some of the inequities in tertiary educational opportunities?
Students are expected to participate actively in class. Czech students as well as Erasmus students from various countries are more than welcome to sign up for this course.
Literatura -
Poslední úprava: Renata Skálová (21.02.2017)
References
European Commission, EACEA & Eurydice (2015). The European Higher Education Area in 2015: Bologna Process implementation report. Luxembourg: Publications Office of the Europ ean Union.
European Students’ Union (ESU) (2015a). Overview on student-centred learning in higher education in Europe. Retrieved September 25, 2016 from
European Students’ Union (ESU) (2015b). Bologna with student eyes 2015. Time to meet the expec t ations from 1999. Retrieved September 25, 2016 from
European Students’ Union (ESU) & Education International (EI) (2010a). Student centered learn ing. An insight into theory and practice. Retrieved September 25, 2016 from
European Students’ Union (ESU) & Education International (EI) (2010b). Time for a new para digm in education: Student-centred learning toolkit. Retrieved September 25, 2016 from
Hauschildt, K., Gwosć, C., Netz, N. & Mishra, S. (2015). Social and economic conditions of student life in Europe. Synopsis of indicators | Eurostudent V 2012-2015. doi: 10.3278/
6001920bw
Hoidn, S. (in print). Student-centred learning environments in higher education classrooms. New York, NY: Palgrave Macmillan. doi: 10.1057/978-1-349-94941-0
Hoidn, S. & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A liter at ure review on the effectiveness of problem-based learning and of teaching behaviours. OE CD Education working papers, no. 100. Paris: OECD/CERI. doi: 10.1787/5k3tsj67l226-en
OECD (2016). Education at a glance 2016: OECD indicators. OECD Publishing, Paris. doi: 10.187/eag-2016-en
Weimar, M. (2013). Learner-centered teaching: Five key changes to practice. 2nd ed. San Francisco: Jossey-Bass.
Poslední úprava: PhDr. Veronika Laufková, Ph.D. (10.02.2019)
European Commission, EACEA & Eurydice (2015). The European Higher Education Area in 2015: Bologna Process implementation report. Luxembourg: Publications Office of the European Union.
European Students’ Union (ESU) (2015a). Overview on student-centred learning in higher education in Europe. Retrieved April 05, 2017 from https://www.esu-online.org/wpcontent/ uploads/2016/07/Overview-on-Student-Centred-Learning-in-Higher-Education-in-Europe.p df
European Students’ Union (ESU) (2015b). Bologna with student eyes 2015. Time to meet the expectations from 1999. Retrieved April 05, 2017 from http://media.ehea.info/file/ESU/32/ 8/Bologna-With-Student-Eyes_2015_565328.pdf
European Students’ Union (ESU) & Education International (EI) (2010a). Student centered learning. An insight into theory and practice. Retrieved April 05, 2017 from http://media.eh ea.info/file/ESU/07/4/2010-T4SCL_An_Insight_Into_Theory_And_Practice_565074.pdf
European Students’ Union (ESU) & Education International (EI) (2010b). Time for a new paradigm in education: Student-centred learning toolkit. Retrieved April 05, 2017 from http://files.eric.ed.gov/fulltext/ED539501.pdf
Hauschildt, K., Gwosć, C., Netz, N. & Mishra, S. (2015). Social and economic conditions of student life in Europe. Synopsis of indicators | Eurostudent V 2012–2015. doi: 10.3278/ 6001920bw
Hoidn, S. (2016). The pedagogical concept of student-centred learning in the context of European higher education reforms. European Scientific Journal (ESJ), 12(28), 439–458. doi: 10.19044/esj.2016.v12n28p439
Hoidn, S. (2017). Student-centred learning environments in higher education classrooms.New York,NY:Palgrave Macmillan. doi: 10.1057/978-1-349-94941-0
Hoidn, S. & Kärkkäinen, K. (2014). Promoting skills for innovation in higher education: A literature review on the effectiveness of problem-based learning and of teaching behaviours. OECD Education working papers, no. 100. Paris: OECD/CERI. doi: 10.1787/5k3tsj67l226-en
OECD (2017). Education at a glance 2017: OECD indicators. OECD Publishing, Paris. doi: 10.187/eag-2017-en
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. 2nd ed. San Francisco: Jossey-Bass.
Sylabus -
Poslední úprava: Renata Skálová (21.02.2017)
Syllabus
1. Student-centred learning and the Bologna Process
Drivers of curricular higher education reforms: population projections, early school leavers, ter tiary education participation and graduation rates, diverse student body, changing skill de mands; common understandings of student-centred learning in European higher educ a t i on; implementation of student-centred learning in EHEA countries and implementation obstac les.
2. Foundations and effectiveness of student-centred learning and instruction
Student-centred learning versus teacher-centred learning; situative constructivist view of learn ing and instruction; criticism of and misconceptions about constructivist perspectives; pro cess-outcome research on instructional effectiveness; effectiveness of problem-based learn ing; qual ity features of teaching and learning based on classroom research.
3. Design and implementation of powerful student-centred learning environments
· What are characteristic curricular design elements and quality features of student-cen tred classrooms (e.g., course goals and content, course activities)?
· How do the instructors scaffold participatory processes of knowledge construction?
· How do the instructors cultivate a classroom community of learners over time?
· What are the teaching and learning challenges student-centred classrooms present for instructors and/or students?
4. Student-centred classrooms and practices - examples
· An up-close look at student-centred math teaching of highly regarded US high school teachers and their students;
· Learning from four student-centred US high schools that support underserved students;
· Student-centred higher education classrooms and practices at Charles University, CZ, University of St. Gallen, CH and Harvard Gradu ate School of Education, US.
5. Student-centred learning and equity
Social dimension in higher education; impact of students’ background; potential to provide opportunities to learn for a diverse student body; policy approaches to widening access and participation in higher education; policies for improving completion rates; prospects for higher education modernization.
1 The European Higher Education Area (EHEA) is the result of the political will of 48 countries which aim to facilitate academic mobility, increase the comparability of studies across all the educational systems of the participating countries as well as promote Europe as a world education destination (web: ).
Poslední úprava: PhDr. Veronika Laufková, Ph.D. (10.02.2019)
1. Student-centred learning and the Bologna Process
Drivers of curricular higher education reforms: population projections, early school leavers, tertiary education participation and graduation rates, diverse student body, changing skill demands; common understandings of student-centred learning in European higher education; implementation of student-centred learning in EHEA[1] countries and implementation obstacles.
2. Constructivist foundations and effectiveness of student-centred learning and instruction
Student-centred learning versus teacher-centred learning; situative constructivist view of learning and instruction; criticism of and misconceptions about constructivist perspectives; process-outcome research on instructional effectiveness; effectiveness of problem-based learning; quality features of teaching and learning based on classroom research.
3. Design and implementation of powerful student-centred learning environments
- What are characteristic curricular design elements and quality features of student-centred classrooms (e.g., course goals and content, course activities)?
- How do the instructors scaffold participatory processes of knowledge construction?
- How do the instructors cultivate a classroom community of learners over time?
- What are the teaching and learning challenges student-centred classrooms present for instructors and/or students?
4. Student-centred classrooms and practices – examples
- An up-close look at student-centred math teaching of highly regarded US high school teachers and their students;
- Learning from four student-centred US high schools that support underserved students;
- Student-centred higher education classrooms and practices at Charles University, CZ, University of St. Gallen, CH and Harvard Graduate School of Education, US.
5. Student-centred learning and equity
Social dimension in higher education; impact of students’ background; potential to provide opportunities to learn for a diverse student body; policy approaches to widening access and participation in higher education; policies for improving completion rates; prospects for higher education modernization.
[1] The European Higher Education Area (EHEA) is the result of the political will of 48 countries which aim to facilitate academic mobility, increase the comparability of studies across all the educational systems of the participating countries as well as promote Europe as a world education destination (web: http://www.ehea.info/).
Podmínky zakončení předmětu - angličtina
Poslední úprava: PhDr. Veronika Laufková, Ph.D. (08.06.2019)
Outputs of the course:
- Choose a topic/problem related to student-centred learning in higher education in the context of a given education system, write an annotation and present your findings in class
- The theme of your paper and presentation must be related to student-centred learning in higher education
- Compulsory forms of outputs
1) Written annotation
2) Oral presentation
- Grading: This is a pass/fail course
Instructions:
Annotation:
- Written text, one page (max. 4 pages, Times New Roman, 12 pt., 1.5 line spacing)
- Recommended structure:
o Title (appropriate heading describing the theme, author’s name, surname and other identification information)
o Body of the text
§ Reasons for choosing the particular topic
§ Main characteristics of the studied issue in the context of education system of the given country (countries)
§ Used sources of information (databases, publications, reports…)
§ Process or ways of considerations (what particular steps did you take for handling the problem)
§ Results / acquired knowledge
§ Conclusion and discussion
§ References (at least five different information sources)
§ Annex (scheme of the given education system)
- The annotation should be sent in appropriate format (name_surname.pdf or name_ surname.docx) by e-mail to sabine.hoidn@unisg.ch
Oral presentation:
- Oral presentations take place on the last seminar
- 20 minutes each student + 10-minute discussion in the group
