Your SlideShare is downloading. ×

Avlm 2009 Guided Indep Learning Wim


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 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. Research and education 3/06/2009 2
  • 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. The metaphor: Fonske 3/06/2009 4
  • 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. 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. Concept of Guided Independent Learning 3/06/2009 7
  • 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. Basic components Students • Prior knowledge • Motivation • Learning style • Opinion • Metacognition level 3/06/2009 9
  • 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. 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. 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. Basic components Learning contents • Theories • Concepts • Research results • Background information • Subject related matters 3/06/2009 13
  • 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. 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. Basic components Persons • Instructor, teacher • Assistent, tutor, mentor • Teaching staff (technician, secretary,…) • Student counselor • Psychologist • … 3/06/2009 16
  • 17. Basic components Evaluation • Permanent or frequent evaluation versus • Evaluation at the end • Different types of evaluation 3/06/2009 17
  • 18. Basic components Context • Organisational preconditions • University rules and regulations • Society and job market 3/06/2009 18
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Contact More information? • Link: • Mail: • Call: +32-16-32.82.00 • Fax: +32-16-32.82.70 • Visit: Kapeldreef 62, 3001 Heverlee 3/06/2009 37