Post on 13-Nov-2021
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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
Curric
ulu
mLECTU
RE
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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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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
dete
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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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Design of student-centred lectures – ConstructiveAlignment
Curriculum
Target Group
Ressources
Content
„Constructive Alignment“ (Biggs/Tang, 2011)
Learningoutcome
Didactical Methods Assessment Methodsdete
rmin
ing e
xte
rnal fa
cto
rs
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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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Design of student-centred lectures – ConstructiveAlignment
Curriculum
Target Group
Ressources
Content
„Constructive Alignment“ (Biggs/Tang, 2011)
Learningoutcome
Didactical Methods Assessment Methodsdete
rmin
ing e
xte
rnal fa
cto
rs
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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
Erstellt von: Dipl.Päd. Christopher Hanzl, MA, BEd
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
tion
of h
igh
er
ed
uca
tion
32
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21st
century
teacher
should
be…..
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11.09.2019
Teaching StrategyTeaching Philosophy
Teaching Support Center
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 Support Center
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