0
Guided
         Independent
           Learning
The all-embracing pedagogical framework
 at K.U.Leuven to improve the qual...
Research and education




3/06/2009                            2
Objectives for academic education

• To familiarize students with results of scientific work
  situated in time and space
...
The metaphor: Fonske




3/06/2009                          4
Need for a new educational concept

• External factors
     – Economical context, rationalisation of
       resources
    ...
Need for a new educational concept (II)


• Internal factors
     – New vision on knowledge
       (creation, sharing, spe...
Concept of Guided Independent Learning




3/06/2009                                    7
Concept of Guided Independent Learning

• Holds students responsible for their
  own learning, making them more
  independ...
Basic components

Students
• Prior knowledge
• Motivation
• Learning style
• Opinion
• Metacognition level

3/06/2009     ...
Basic components

Objectives/goals
• What must be
  achieved?
• What must students
  know at the end of
  the course?
• Wh...
Basic components

Learning activities
• Examples: memorising
  certain data, following
  instructor’s reasoning in a
  lec...
Basic components

Learning
  environment
• To elicit learning
  activities and to
  stimulate students to
  realize them
•...
Basic components

Learning contents
• Theories
• Concepts
• Research results
• Background
  information
• Subject related
...
Basic components

Study materials
• Syllabi
• Background texts
• Lab materials
• Handbooks
• CD-ROMs
• Exercises
• Example...
Basic components

Teaching methods
• Which assignments will I
  give to students?
• How will I combine practical
  session...
Basic components

Persons
• Instructor, teacher
• Assistent, tutor,
  mentor
• Teaching staff
  (technician,
  secretary,…...
Basic components

Evaluation
• Permanent or
  frequent evaluation
  versus
• Evaluation at the
  end
• Different types of
...
Basic components

Context
• Organisational
  preconditions
• University rules and
  regulations
• Society and job
  market...
Basic components and their coherence

Objectives determine learning
  activities
Support is geared to these
  objectives (...
Implications of GIL

• For students:
     – They need to be empowered so that they
       can manage their own learning pr...
Implications of GIL (II)

• For teachers:
     – Their role changes from ‘sage on the stage’
       to ‘guide on the side’...
Implications of GIL (III)

• For the organisation of education:
   – Strong commitment at all levels is necessary
   – Wor...
Implications of GIL (IV)

• For the organisation itself:
     – Competence development of the teaching
       staff is of ...
GIL: an all-embracing concept

Guided Independent Learning is an all-
  embracing concept because:
• It is broader than ju...
GIL: an open concept

Guided Independent Learning is an open
  concept:
• It deals with all aspects of the learning
  envi...
Implementation of GIL

• 1st phase: conceptual phase
     – The first phase of the implementation starts with
       the p...
Implementation of GIL (II)

• 2nd phase: project definition
     – The final vision text becomes the basis for
       impl...
Implementation of GIL (III)

• 3rd phase: project start-up and pilots
     – In the third stage, the actual implementation...
Implementation of GIL (III’)
• 3’rd phase: accompanying measures
  – Communication
        • Communication, transparent an...
Implementation of GIL (IV)

• 4th phase: consolidation
     – Lessons learnt
     – Institutionalization of the Project St...
Success factors

• Top-down decision for implementation
• Training possibilities for teaching staff
  and students
• Suppo...
GIL in a nutshell

Guided Independent Learning
• Is an all-embracing concept
  developed by the K.U.Leuven, based on
  res...
GIL in a nutshell (II)

• Stipulates the following objectives for
  academic education:
     – To be familir with results ...
GIL in a nutshell (III)

• Holds students responsible for their own
  learning, making them more independent
  throughout ...
Five good reasons for GIL

• In GIL students must take personal
  responsiblity for their own learning process
  and are f...
Five good reasons for GIL (II)

• In addition to basic knowledge students
  acquire skills to keep track of the
  developm...
Contact

More information?
•   Link: http://www.avnet.kuleuven.be/en/
•   Mail: info@avnet.kuleuven.be
•   Call: +32-16-32...
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Avlm 2009 Guided Indep Learning Wim

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Transcript of "Avlm 2009 Guided Indep Learning Wim"

  1. 1. Guided Independent Learning The all-embracing pedagogical framework at K.U.Leuven to improve the quality of higher education in the Knowledge and Competence Network of the university AVLM Training May 28, 2009
  2. 2. Research and education 3/06/2009 2
  3. 3. Objectives for academic education • To familiarize students with results of scientific work situated in time and space • To let students gain insight into the way in which research results are established • To enable students to interpret new information critically and independently • To stimulate students to actively contribute to knowledge development processes • To help students form a substantiated opinion based on critical insight into underlying processes and develop well-founded social viewpoints 3/06/2009 3
  4. 4. The metaphor: Fonske 3/06/2009 4
  5. 5. Need for a new educational concept • External factors – Economical context, rationalisation of resources (effectiviness, efficiency, responsibility) – Impact of technological developments in a knowledge society, new educational technologies – Internationalisation, teacher and student exchange, virtual mobility 3/06/2009 5
  6. 6. Need for a new educational concept (II) • Internal factors – New vision on knowledge (creation, sharing, specialisation) – (Socio-)Constructivism: Learning is an active, constructive, cumulative, goal oriented, self-regulated and contextualised (social) process – Quality assurance, accreditation 3/06/2009 6
  7. 7. Concept of Guided Independent Learning 3/06/2009 7
  8. 8. Concept of Guided Independent Learning • Holds students responsible for their own learning, making them more independent throughout their education (decreasing guidance and increasing autonomy) • Holds the instructor responsible for setting specific objectives, developing an evaluation system, creating a learning environment embedded within the existing context and coaching the students through their learning activities • Holds the organisation responsible for supporting the teaching and learning processes at the university 3/06/2009 8
  9. 9. Basic components Students • Prior knowledge • Motivation • Learning style • Opinion • Metacognition level 3/06/2009 9
  10. 10. Basic components Objectives/goals • What must be achieved? • What must students know at the end of the course? • Which competence growth should students have gone through? 3/06/2009 10
  11. 11. Basic components Learning activities • Examples: memorising certain data, following instructor’s reasoning in a lecture, looking for connections between course topics, interpreting the core of a text, solving problems, developing a test set-up, analysing own research results, etc. 3/06/2009 11
  12. 12. Basic components Learning environment • To elicit learning activities and to stimulate students to realize them • Two main elements: – Support – Evaluation 3/06/2009 12
  13. 13. Basic components Learning contents • Theories • Concepts • Research results • Background information • Subject related matters 3/06/2009 13
  14. 14. Basic components Study materials • Syllabi • Background texts • Lab materials • Handbooks • CD-ROMs • Exercises • Examples of exam questions • AV learning materials • Protocols 3/06/2009 14
  15. 15. Basic components Teaching methods • Which assignments will I give to students? • How will I combine practical sessions with f2f lectures? • Will I answer students’ questions via e-mail, interactive lectures, or through the digital learning environment? • When and how will I give feedback to the students? 3/06/2009 15
  16. 16. Basic components Persons • Instructor, teacher • Assistent, tutor, mentor • Teaching staff (technician, secretary,…) • Student counselor • Psychologist • … 3/06/2009 16
  17. 17. Basic components Evaluation • Permanent or frequent evaluation versus • Evaluation at the end • Different types of evaluation 3/06/2009 17
  18. 18. Basic components Context • Organisational preconditions • University rules and regulations • Society and job market 3/06/2009 18
  19. 19. Basic components and their coherence Objectives determine learning activities Support is geared to these objectives (and so to the learning activities) Evaluation is adjusted to the objectives Evaluation and learning activities are closely connected Support and evaluation are part of the same learning environment Support must be adjusted to the student characteristics 3/06/2009 19
  20. 20. Implications of GIL • For students: – They need to be empowered so that they can manage their own learning process – Individual learning paths are necessary (based on individual characteristics) – They need to learn how to deal with (the possibilities of) the learning environment 3/06/2009 20
  21. 21. Implications of GIL (II) • For teachers: – Their role changes from ‘sage on the stage’ to ‘guide on the side’ – Guidance includes the proper use of ICT and the development of appropriate learning materials – Guidance decreases (or better: changes) over the curriculum, while learning skills are increasing 3/06/2009 21
  22. 22. Implications of GIL (III) • For the organisation of education: – Strong commitment at all levels is necessary – Workload of teachers changes, with impact on their professional career – Flexibility in the organisation increases (time schedules, group distributions, room reservations, teaching loads,…) – The role of Permanent Educational Commissions (responsible for curricula) becomes more demanding 3/06/2009 22
  23. 23. Implications of GIL (IV) • For the organisation itself: – Competence development of the teaching staff is of utmost importance – Infrastructure (lecture halls vs seminar rooms) need to be (updated and) adapted – Embedding in administrative processes needs to be done carefully – Innovation should be stimulated (also in terms of financial resources) 3/06/2009 23
  24. 24. GIL: an all-embracing concept Guided Independent Learning is an all- embracing concept because: • It is broader than just one teaching method • It functions as guideline for the entire academic education • It specifies the role of our university within society 3/06/2009 24
  25. 25. GIL: an open concept Guided Independent Learning is an open concept: • It deals with all aspects of the learning environment • It imposes no strict guidelines (this does NOT mean that ‘anything’ is possible!) • The university is not an ivory tower: it invites all stakeholders to participate in the decision making process with regard to (higher) education 3/06/2009 25
  26. 26. Implementation of GIL • 1st phase: conceptual phase – The first phase of the implementation starts with the process of familiarization with the new pedagogical concept of GIL, an analysis of the institutions’ own current practices and a subsequent match between both, resulting in a final, agreed vision on the pedagogical framework for SfedU. To ensure acceptance, it is recommended to involve top decision-makers, as well as practitioners ‘in the field’; i.e. both top- down and bottom-up. 3/06/2009 26
  27. 27. Implementation of GIL (II) • 2nd phase: project definition – The final vision text becomes the basis for implementation, a phase which starts with the set- up of a Project Steering Committee, the translation of the vision (strategy) into project goals (tactics), actions (activities, timing, teams and resources (including a Team of Project Support Officers. Training of the team in GIL and its implementation is necessary. 3/06/2009 27
  28. 28. Implementation of GIL (III) • 3rd phase: project start-up and pilots – In the third stage, the actual implementation starts by applying the new concept of GIL to a series of early adopters, i.e. selected programs and ‘champion teachers’. These early adopters will serve as a pilot as well as an example for the rest of the university. All pilots will be under the guidance and support of Project Support Officers. All pilots will be regularly monitored for input to the Steering Committee, to allow the collection of lessons learned or to allow certain project adjustments. 3/06/2009 28
  29. 29. Implementation of GIL (III’) • 3’rd phase: accompanying measures – Communication • Communication, transparent and regularly, is crucial to the success of the project, in terms of acceptance (and subsequently efficiency) at all levels. It is best to plan actions during this stage ahead, in a communication or dissemination plan – Professionalisation • All teaching staff and Project Support Officers need to be trained in the application of the concept to the programs. This training consists of a training package with both workshops and documentation. Also, appropriate rewarding schemes must be installed (career development, etc.) – Research • As GIL is continuously evolving it is important to further develop the concept based on fundamental scientific research. And also, the impact of introducing GIL on teaching and learning within SFedU needs to be analyzed in a scientific sound way, in order to evaluate and improve the implementation program. 3/06/2009 29
  30. 30. Implementation of GIL (IV) • 4th phase: consolidation – Lessons learnt – Institutionalization of the Project Steering Committee into a permanent Education Advisory Board – Creation of a plan for further university-wide implementation of GIL – Further implementation of the plan in the university – Further dissemination outside the university, taking SFedU as an example university for other higher education institutions 3/06/2009 30
  31. 31. Success factors • Top-down decision for implementation • Training possibilities for teaching staff and students • Support at all levels (central vs decentral) • Research to increase own expertise 3/06/2009 31
  32. 32. GIL in a nutshell Guided Independent Learning • Is an all-embracing concept developed by the K.U.Leuven, based on research • Is NOT restricted to one teaching method • Emphasises the close connection between research and education 3/06/2009 32
  33. 33. GIL in a nutshell (II) • Stipulates the following objectives for academic education: – To be familir with results of scientific work situated in time and space – To gain insight into the way in which research results are established – To be able to interpret new information independently – To be able to actively contribute to knowledge development processes – To be able to form a substantiated opinion based on critical insight into underlying processes and develop well-founded social viewpoints 3/06/2009 33
  34. 34. GIL in a nutshell (III) • Holds students responsible for their own learning, making them more independent throughout their education (decreasing guidance and increasing autonomy) • Holds the instructor responsible for setting specific objectives, developing an evaluation system and creating a learning environment embedded within the existing context 3/06/2009 34
  35. 35. Five good reasons for GIL • In GIL students must take personal responsiblity for their own learning process and are forced to play an active role • GIL is an open concept which gives you the freedom to choose your own teaching methods in accordance with the objectives • GIL creates a framework where the mutual insemination of research and education receives more opportunities 3/06/2009 35
  36. 36. Five good reasons for GIL (II) • In addition to basic knowledge students acquire skills to keep track of the developments in their field and function in a socially acceptable manner • Critical, motivated and independent students are more interesting communication partners 3/06/2009 36
  37. 37. Contact More information? • Link: http://www.avnet.kuleuven.be/en/ • Mail: info@avnet.kuleuven.be • Call: +32-16-32.82.00 • Fax: +32-16-32.82.70 • Visit: Kapeldreef 62, 3001 Heverlee 3/06/2009 37
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