These are the presentation slides of the workshop I provided at the EUCEN Autumn Seminar 2022: http://autumn2022seminar.eucen.eu/programme/
The seminar's title is "University Lifelong Learning (ULLL) as enabler of talent enhancement. Re-skilling and up-skilling to meet new demands". Eucen is the European University Continuing Education Network.
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
MES Final Exam - Business Model Design & Sustainability - Key LearningsAntony Upward
The presentation made at the final exam for my Masters of Environmental Studies in Business Model Design and Sustainability + Graduate Diploma in Business and the Environment at York University's Faculty of Environmental Studies and Schulich School of Business.
Interested in creating multidisciplinary hybrid / blended learning experiences? The IDBM Challenge Manual provides you with inspiration and concrete methods on how to create engaging and meaningful learning experiences.
Taught in Aalto University's multidisciplinary Master's program International Design Business Management (IDBM).
More information: idbm.fi / idbmchallenge.com
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
This presentation explores the affordances of eportfolio in supporting the design of authentic assessments. As described in Hobbins’ (2021) paper, the key elements of authentic assessments include representation of real-world experiences, cognitive challenge, scaffolded instructions and the opportunity for students to engage in self and peer assessments to apply and practice their evaluative judgement.
This presentation also investigates how an eportfolio tool can enable Torrens University Australia to achieve its strategic goals of producing global graduates with strong industry connections and nurturing a community of lifelong reflective learners in view of the University’s Smart Skills Framework.
Exlporing the Significance of Professional Noticing in Work-Based LearningIsabell Grundschober
The concept of "professional noticing" has gained attention in various fields, including
education and healthcare. Professional noticing refers to the ability to observe and interpret
relevant information in a given professional context, leading to informed decision-making
and learning. This conference presentation pro-vides a synthesis of research articles that
explore professional noticing in different domains. Drawing upon these research findings
the presentation will analyse practical examples in the field of entrepreneurship. We will
explore how entrepreneurs-in-training as well as experienced entrepreneurs in continuing
education can cultivate and harness their noticing abilities within diverse WBL settings in
higher education and vocational education. Furthermore, we'll identify transversal elements
of professional noticing that can guide the design of effective work-based learning
experiences in various fields.
Design for Learning: Lernressourcen und -aktivitäten lernendenzentriert entwi...Isabell Grundschober
Im Rahmen des Workshops "Teaching Digital Humanities" des Austrian Centre for Digital Humanities and Cultural Heritage (ACDH-CH) durfte ich einen Beitrag zum Thema "Design for Learning: Lernressourcen und -aktivitäten lernendenzentriert entwickeln" teilen. In 90 Minuten habe ich am 17.10.2022 eine Schnelleinführung in die Welt des Lerndesigns für Geisteswissenschaftler*innen angeboten. Das Ziel: Die Entwicklung hochwertiger, lernendenzentrierter und an verschiedene Lerndesigns anschlussfähige offene Bildungsressourcen zu unterstützen.
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Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
MES Final Exam - Business Model Design & Sustainability - Key LearningsAntony Upward
The presentation made at the final exam for my Masters of Environmental Studies in Business Model Design and Sustainability + Graduate Diploma in Business and the Environment at York University's Faculty of Environmental Studies and Schulich School of Business.
Interested in creating multidisciplinary hybrid / blended learning experiences? The IDBM Challenge Manual provides you with inspiration and concrete methods on how to create engaging and meaningful learning experiences.
Taught in Aalto University's multidisciplinary Master's program International Design Business Management (IDBM).
More information: idbm.fi / idbmchallenge.com
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
This presentation explores the affordances of eportfolio in supporting the design of authentic assessments. As described in Hobbins’ (2021) paper, the key elements of authentic assessments include representation of real-world experiences, cognitive challenge, scaffolded instructions and the opportunity for students to engage in self and peer assessments to apply and practice their evaluative judgement.
This presentation also investigates how an eportfolio tool can enable Torrens University Australia to achieve its strategic goals of producing global graduates with strong industry connections and nurturing a community of lifelong reflective learners in view of the University’s Smart Skills Framework.
Exlporing the Significance of Professional Noticing in Work-Based LearningIsabell Grundschober
The concept of "professional noticing" has gained attention in various fields, including
education and healthcare. Professional noticing refers to the ability to observe and interpret
relevant information in a given professional context, leading to informed decision-making
and learning. This conference presentation pro-vides a synthesis of research articles that
explore professional noticing in different domains. Drawing upon these research findings
the presentation will analyse practical examples in the field of entrepreneurship. We will
explore how entrepreneurs-in-training as well as experienced entrepreneurs in continuing
education can cultivate and harness their noticing abilities within diverse WBL settings in
higher education and vocational education. Furthermore, we'll identify transversal elements
of professional noticing that can guide the design of effective work-based learning
experiences in various fields.
Design for Learning: Lernressourcen und -aktivitäten lernendenzentriert entwi...Isabell Grundschober
Im Rahmen des Workshops "Teaching Digital Humanities" des Austrian Centre for Digital Humanities and Cultural Heritage (ACDH-CH) durfte ich einen Beitrag zum Thema "Design for Learning: Lernressourcen und -aktivitäten lernendenzentriert entwickeln" teilen. In 90 Minuten habe ich am 17.10.2022 eine Schnelleinführung in die Welt des Lerndesigns für Geisteswissenschaftler*innen angeboten. Das Ziel: Die Entwicklung hochwertiger, lernendenzentrierter und an verschiedene Lerndesigns anschlussfähige offene Bildungsressourcen zu unterstützen.
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https://vince.eucen.eu/
https://vince.eucen.eu/vince-training/
https://isabellgru.eu/
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About the Speaker
===============
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2. Universities are uniquely
positioned to equip learners
with the necessary skills and
expertise
to play an active part in [digital
transformation] processes
and adapt to our rapidly
changing societies.
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
(2022 eucen Autum Seminar program)
3. Student-centered
learning (SCLT) as key:
How can LLL at university remain
ahead of the labor market
demands and offer programs
relevant to the industry?
(2022 eucen Autum Seminar program)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
SCLT
4. "For the most part, we are still living in a
teacher-centred paradigm."
"mature SCLT ecosystems are not
widespread across Europe.“
"fragmented pockets" of SCLT practice in
HE
(Klemenčič et al., 2020)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
SCLT - a reality in Europe?
5. "For the most part, we are still
living in a teacher-centred
paradigm."
"mature SCLT ecosystems are not
widespread across Europe.“
"fragmented pockets" of SCLT
practice in HE
(Klemenčič et al., 2020)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
6. Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
Is student-centered learning (SCTL) actively implemented
in your institution's learning designs?
The participants made a mark for their institutions, indicating how much their
institutions implement SCTL in their institutions in %.
7. "Without clarity as to its
meaning and specific set
of indicators to assess
institutional practices,
almost anything can be
‘sold’ as student-centred
learning.“
(Klemenčič, 2017)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
8. Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
What do you associate with
student-centred learning?
autonomy and having a saying
Flexible learning, easily accessible
Co-created learning & individualization
Including experiential and work-related learning into
the learning design and validation of current learning
Support for lecturers to implement SCLT
Instructional design: Common design principles for all
disciplines
Validation of prior learning included
The participants of the Autumn
Seminar added post-its about what
they associate student-centered
learning with.
I clustered the post-its into the
following categories:
9. Why
The Golden
Circle
(Sinek, 2009)
What
How
Why: Goals, beliefs, attitudes, purpose
behind. Why does the organization exist?
How: How are the goals achieved?
What: Describing the service or product is is
offered by an organization (outcome)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
10. Good Work
“work that is of excellent technical
quality, work that is ethically
pursued and socially responsible, and
work that is engaging, enjoyable, and
feels good”
(Gardner, 2007, p. 5)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
11. The Golden
Circle and
Good Work
Hattie, J., Zierer K. (2018). 10 mindframes for visible learning. New York: Routledge.
Why/Ethics
What/Excellence
How/Engagement
Why/Ethics: Work that is ethically
pursued
How/Engagement: Work that is
ethically pursued and socially
responsible
What/Excellence: Work that is of
excellent technical quality
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
13. There is no single, unanimously accepted definition,
but...
It is an approach to
designing learning
and teaching
Founded on the
concept of
student agency
Students take
influence and
responsibility
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
14. Principles of
student-
centred
learning
(Klemenčič et al., 2020)
Learning outcomes & constructive alignment
Flexible learning pathways
Deep learning & knowledge transfer
Active, autonomous learners
Teachers als learning facilitators
Shared responsibility of learning process
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
15. Learning Outcomes and Constructive Alignment
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
Instructional
design
practice
Co-design
with students
and other
stakeholders
Activities and
outcomes need
to reflect the
other principles
16. Integrating
SCTL principles
in the learning
design
(Klemenčič et al., 2020)
Learning outcomes & constructive alignment
Flexible learning pathways
Deep learning & knowledge transfer
Active, autonomous learners
Teachers als learning facilitators
Shared responsibility of learning process
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
The learning design needs to include
all aspects of SCTL. Otherwise, it will
be difficult to truly implement SCTL.
18. Learning Design:
Both a Process &
a Product
(Boling und Smith, 2009)
Let's make it
participative and agile!
19. Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
Phase 1: Context- & target group
analysis
Phase 2: Iterative planning & learning
design prototype
Phase 3: Implementation & formative
evaluation of the design prototype
Phase 4: Summative evaluation of the
design prototype
(based on the Successive Approximation Model, Allen & Sites, 2012)
Learning Design as a Process
20. Learning Outcomes
expected outcomes after the
learning process
1
Learning activities
What the students are
actually doing during
the learning process
2
Learning design:
Backwards design
based on "Constructive Alignment"
(Biggs & Tang, 200)
Assessment
How to understand
that the expected
outcomes were
achieved (and which
other outcomes)
3
21. Learning Outcomes
expected outcomes after the
learning process
1
Learning activities
What the students are
actually doing during
the learning process
2
Learning design:
Backwards design
based on "Constructive Alignment"
(Biggs & Tang, 200)
Assessment
How to understand
that the expected
outcomes were
achieved (and which
other outcomes)
3
Written in a
transparent
way
Informed by
students/ co-
written by
students
Addressing
"deep learning"
and transfer
into practice
22. Taxonomy of Cognitive Processes
remember understand apply analyze evaluate create
Knowledge
Factual/theoretical
Skills
Cognitive/Practical
Competence
Responsiblity/Automony
Lecturer Tutor Coach
Anderson, Krathwohl et al. (2001) and (Baumgartner 2016)
Addressing
"deep learning"
and transfer
into practice
27. Learning and
teaching
scenario
(minutes-hours)
Inclusive Hierarchy of Learning Design Levels
based on Baumgartner (2017): Module3 Presentation Slides. For the VALERU Project, slide 24.
Module
(e.g. between 3-15 ECTS points)
Curriculum
Higher Education Institution
MIKRO
MESO
MAKRO
Course
(e.g. 3 ECTS points)
Policy, EQF, educational standards
28. Learning Outcomes
expected outcomes after the
learning process
1
Learning activities
What the students are
actually doing during
the learning process
2
Learning design:
Backwards design
based on "Constructive Alignment"
(Biggs & Tang, 200)
Assessment
How to understand
that the expected
outcomes were
achieved (and which
other outcomes)
3
flexible
pathways
(communicati
on styles)
e.g. hyflex
Students are
actively shaping
their learning
path
Peer feedback
and reflection
(formative
feedback)
= learner
community
Teachers monitor
& support
Iterative, agile
way of shaping
the learning path
Aligned with
learning
outcomes
Choosing suitable
digital tools and
platforms as well
as (physical)
rooms end
environments
29. Learning Outcomes
expected outcomes after the
learning process
1
Learning activities
What the students are
actually doing during
the learning process
2
Learning design:
Backwards design
based on "Constructive Alignment"
(Biggs & Tang, 200)
Assessment
How to understand
that the expected
outcomes were
achieved (and which
other outcomes)
3
Transparent and
aligned
assessment
methods
Negotiated
assessment-
criteria
31. COMPASS
Course Design
Template
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
Context & Target Group Analysis
The context and target group is
analyzed in order to define
relevant learning outcomes and
activities in the next step.
The persona approach can help to
gain empathy, if properly used.
35. COMPASS
Course Design
Template
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
Learning Design Prototype
The learning outcomes, activities,
pedagogical principles,
assessment methods, delivery
mode, and used (digital) tools are
chosen based on the context- and
target group analysis.
36. COMPASS
Course Design
Template
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
Information about the involved staff
We need to know what the
involved higher education staff
needs to know in order to
successfully implement the
learning design.
37. ats2020.eu
Student-centred learning in action
It basically is a co-design of the learning process.
The teacher is setting up an initial plan (see COMPASS course design template),
but it can have deviations based on the real learner's needs.
The learning process cannot be completely anticipated.
39. "How"-Pitfall 1:
Unsuitable digital
tools and platforms
Tools and platforms chosen during
"digital transformation" phases are not
suitable to support SCTL
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
40. Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
"How"-Pitfall 2:
Lecturers don't
know the target
group
Especially external lecturers often do
not receive the information about the
learned they would need to properly
design a course.
41. Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
"How"-Pitfall 3:
Lecturers don't
know about
instructional design
Internal and external lecturers are used to
design courses based on "gut feeling" and
their vast experience in their field.
This is not enough for thought-through SCTL
designs.
42. Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
"How"-Pitfall 4:
No time for all these
feedback loops and
iterative adaptation
of the design.
Some teachers find it difficult to include
agile learning design adaptions in their daily
teaching practice. They have limited time
resources for this kind of individualized
learning designs.
43. Why are we
trying to achieve
student-
centered design?
What is the purpose?
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
44. Foundational period
Challenges brought by new
demographic trends, change in
gender roles, globalization, and
digitalization in the late 1980s
and early 1990s.
Growing awareness of the
rapid obsolescence of
disciplinary knowledge >
knowledge and skills as
determinants of economic
independence (social
investment paradigm)
(Telling & Serapioni, 2019)
Institutional period
Competence-based learning as a
political strategy in the EU,
growing awareness of the
conceptual confusion of the
notion of "competence"
Convergence processes,
harmonization, mobility
(Lisbon Agenda in 2000, Key
Competence for LLL in 2006 and the
EQF in 2008)
Endorse new tools, values, and contents
Readiness to spread new norms and
standards (internalizing contents and
values which originated outside traditional
structures
Effectiveness and efficiency to respond to
its new mandate for all-encompassing
social and economic amelioration.
Transformational
course
1) Normative weakening of national
education systems & change of
organizational culture
2) Institutions will try to regain
normative authority:
(Telling & Serapioni, 2019)
1992-2000 2000-2013 2013- now
History of competence strategy in the EU
45. Competence-orientation:
Away from models based
on traditional
disciplinary knowledge to
one prioritising learning
outcomes.
(Telling & Serapioni, 2019)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
46. Consequences for higher eduation
Education as
prerequisite for
success in the
economic sphere and
the basis for well-
being.
University is not an
ivory tower
anymore!
Transition from being
institutions for only a
few to institutions for
many
Heterogenous
learners:
Student-centred,
competence-
oriented
approaches are
needed
(Telling & Serapioni, 2019)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
48. The Golden
Circle and
Good Work
Hattie, J., Zierer K. (2018). 10 mindframes for visible learning. New York: Routledge.
Why/Ethics
What/Excellence
How/Engagement
Why/Ethics: Work that is ethically
pursued
How/Engagement: Work that is
ethically pursued and socially
responsible
What/Excellence: Work that is of
excellent technical quality
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
50. "WHY"-Pitfall 1:
The WHY cannot be
truly accepted.
The WHY of SCTL is the opposite of what
the university thinks it should be.
The traditional vision of what the university
is doesn't correspond with the new SCTL
vision of what the university is.
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
51. SCLT
Student-centered
learning (SCLT) as key:
How can LLL at university remain
ahead of the labor market
demands and offer programs
relevant to the industry?
(2022 eucen Autum Seminar program)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
52. SCLT
Student-centered
learning (SCLT) as key:
How can LLL at university remain
ahead of the labor market
demands and offer programs
relevant to the industry?
(2022 eucen Autum Seminar program)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
53. Conflicts
Hattie, J., Zierer K. (2018). 10 mindframes for visible learning. New York: Routledge.
Why/Ethics
What/Excellence
How/Engagement
Implementations without
"why" - which
consequences?
Conflicts between "how" and
"why"
Conflicts between "what"
and "why"
....
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
54. Organizational sensebreaking (unlearning)
Meaning void (unfreezing)
Sensegiving
Acceptance of strategy (nascent freezing)
(Mantere et al., 2012 combined with Telling & Serapioni, 2019)
We need to create a
sense of urgency.
What else could the
motor of change?
Toxic energy could be consequence
Losing students
Becoming irrelevant
Research happens faster elsewhere
Not the center of knowledge anymore
The threat of losing of normative authority of universities
Social investment paradigm of the EU
Competence-orientation
A new mandate for all-encompassing social and economic amelioration is
promoted and accepted.
New habits of creating and implementing learning design on all educational levels
Sensegiving in strategic organisational change
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
56. "Why"-Pitfall 2:
The lecturer and the university are
"gate-keepers" of knowledge. Lecturers
know. Students don't know.
"What should I learn from students?"
"How should students identify learning outcome
if they don't know anything about the subject?"
Power imbalance
(Klemenčič et al., 2020)
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
57. "Why"-Pitfall 3:
Students and lecturers refuse student-
centered learning.
S: "Why do I have to organize everything?"
T/S: "I don't have time for this."
T/S: "This is overwhelming."
(T - not wanting to be transparent/afraid to be
transparent)
Value is not clear to stakeholders.
(Klemenčič et al., 2020)
58. SCTL in a nutshell
Make use of digital tools and
techniques to understand the
target group and their
situtation
Focus on the learners Build empathy for your
learners and their situation
Stay relevant and increase the
number of students at your
institution
Use digital tools to improve
the learners' experience
Co-designed learning designs
based on autonomy and
flexibility and other SCTL
principles, they mutually
reinforce each other
Only possible if the
"WHY" is accepted by
all stakeholders
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
59. Isabell Grundschober, BSc, BEd, MA
Deputy head of the Centre for Applied Research
and Innovation in Lifelong Learning at the
University for Continuing Education Krems (AT)
isabell.grundschober@donau-uni.ac.at
isabellgru.eu
@isabellgru
Thank you!
Isabell Grundschober
@isabellgru #unikrems
2022 eucen Autum Seminar
60. Literature
Gordon J, Halasz G, Krawczyk M, et al. (2009) Key competences in Europe: Opening doors for lifelong learners across the school curriculum and
teacher education. Report, No. 87, 2009. Warsaw: CASE Network Reports.
Telling, K., & Serapioni, M. (2019). The rise and change of the competence strategy: Reflections on twenty-five years of skills policies in the EU.
European Educational Research Journal, 18(4), 387–406. https://doi.org/10.1177/1474904119840558
Rat der Europäischen Union (2017). Empfehlung des Rates vom 22. Mai 2017 über den Europäischen Qualifikati-onsrahmen für lebenslanges
Lernen und zur Aufhebung der Empfehlung des Europäischen Parlaments und des Rates vom 23. April 2008 zur Einrichtung des Europäischen
Qualifikationsrahmens für lebenslanges Ler-nen: 2017/C 189/03. Retrieved from Rat der Europäischen Union website: https://eur-
lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32017H0615(01)
Europäisches Parlament, Rat der Europäischen Union (2006). Empfehlung des Europäischen Parlaments und des Rates vom 18. Dezember 2006
zu Schlüsselkompetenzen für lebensbegleitendes Lernen: OJ L 394. Ret-rieved from https://eur-lex.europa.eu/legal-content/DE/ALL/?
uri=celex:32006H0962
Klemenčič, M., Pupinis, M., Kirdulytė, G. (2020). ‘Mapping and analysis of student-centred learning and teaching practices: usable knowledge to
support more inclusive, high-quality higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi:
10.2766/67668.
Klemenčič M. (2017). 'From student engagement to student agency: conceptual considerations of European policies on student-centered
learning in higher education', Higher Education Policy 30(1), 69-85.
Gardner, H. (Ed.). (2007). Responsibility at work. San Francisco: Jossey–Bass.
Hattie, J., Zierer K. (2018). 10 mindframes for visible learning. New York: Routledge.
Mantere S, Schildt HA, Sillince JAA (2012) Reversal of strategic change. Academy of Management Journal 55(1): 172–196.