Content, progress and pedagogy of the module

The aim of the project is to support participants in developing competences to manage complex and unpredictable educational change processes at different educational levels, contexts (e.g., K12, Higher educations) and purposes (e.g., change making and sustainability). Whilst semesters 1 to 3 enable participants to develop pedagogical and scholarship competences to manage one’s teaching and learning practice, the master thesis expects participants to expand their learning by problematizing contemporary educational challenges (e.g., employability, well-being, retention, motivation, etc.) and the impacts on their institutions, student and staff communities. It is expecting participants to use their understanding of PBL principles and experiences to design, implement and evaluate potential solutions.

Learning objectives

Skills

• Analyse and critically reflect on contemporary educational challenges (e.g., employability, well-being, retention, motivation, etc.) considering existing international, national, regional and institutional reported data.
• Problematize existing institutional educational policies, practices and frameworks in addressing a given contemporary educational challenge, and (co) design related problems.
• (Re)Design, implement and evaluate a PBL-based course, or program, to address a given problem related with a contemporary educational challenge.
• Discuss and critically reflect the involvement of different stakeholders in addressing contemporary educational problems and challenges.
• Discuss the role of the teacher as a leader for change and reflect to what extent the evaluation of PBL designs impacts his/her own professional identity and development as well as teaching philosophy and values.
• Critically discuss the results and its implications for institutional change to address contemporary educational challenges.
• Develop a strategy and action plan for institutional change to PBL in a self-chosen and specific institution.

Competences

• Collaborate with other team members during the project period and make a joint presentation of the results achieved.
• Reflect on one’s own learning and development processes during the MPBL program, and document them in the format of an updated teaching portfolio.
• Communicate, in writing and orally, the product and the processes of one’s learning and development in a format of project report and teaching portfolio, whilst adhering to scientific standards of written and oral communication.

Type of instruction

Project module. Please refer to paragraph 17 of the curriculum about the structure and content of the program.

Exam

Exams