Content, progress and pedagogy of the module

This project aims to help participants reflect on their teaching practices and experiences to identify challenges and develop their teaching competencies by (re)designing a course. In this module, the project is reported through a project report, and it is a starting point for the participants to start reflecting on their own teaching philosophy, competences, practice, and to identify teaching and learning challenges to be addressed through the (re)design of their courses using problem-oriented, student-centred, collaborating and contextual learning principles.

Learning objectives

Skills

• Problematize your teaching practice for continuous professional learning and development in alignment with student-centredness, problem-orientation and facilitation of learning paradigm.
• Analyse and critically reflect on current teaching and learning practices using multiple contemporary learning theories, frameworks and educational approaches, namely socio-constructivism, transformative learning theory, social learning theory, experiential learning theory, activity theory, project-based project organized learning (PBL).
• (Co)Design problems based on a current course syllabus, including identification, analysis, and formulation.
• (Re)Design a course syllabus (hereafter PBL design) based on constructive alignment principles, and rephrasing course learning outcomes and assessment.
• Discuss and reflect on the teacher role in the PBL design, and the transition from lecturer to facilitator of, and for learning, including the alignment with one’s teaching philosophy and values.
• Document your professional learning through a project report, whilst adhering to scientific standards of written and oral communication.

Competences

• Being able to, collaboratively, use creative processes to (re)design courses using problem-oriented, student-centred, collaborating and contextual learning principles.

Type of instruction

Self-study, self-organized, team-based project work supported by facilitation, thematic workshops, online study group work and seminars. Please refer to paragraph 17 of the curriculum about the structure and content of the program.

Exam

Exams