Table of Contents
Teaching methods
Summary
The educational vision 'Student centred' is the starting point for four teaching methods (in communication with students we also use the term 'learning formats' in this context) that have been developed within the framework of the curriculum architecture. In addition, Fontys ICT uses the HILL principles for the implementation of the four forms of learning explained below.
Background
Our education is based on four types of learning in order to meet the different needs of students and lecturers (in particular to the extent of predictability and flexibility). Table 1 provides an explanation of the four types of learning. The starting point is the 'Student centred' educational vision. In addition, Fontys ICT wants to use the HILL principles (Dochy, Berghmans, Koenen & Segers, 2015) for the implementation of the four teaching methods. The Fontys ICT educational vision and the HILL principles form an umbrella under which various forms of education - also known as teaching methods - are possible within Fontys ICT.
Table 1
The four teaching methods within the curriculum architecture explained
The umbrella: 'Student centred' education and HILL
Student centred education
Every teaching method is based on 'Student centred education?. The focus is on:
- Meaningful and practical: Student centred education ,invites students, lecturers and cooperating parties to inspire each other and stimulate their talents. Education is linked to, and preferably integrated with, professional practice, including international influences and doing research;
- Talent-oriented and individual: Student centred education does justice to the individual characteristics of all Fontys ICT students and their learning processes. Education allows for the development of the talents of students, lecturers and other parties involved;
- Social: We take a socially constructivist view of learning. The dialogue between students, lecturers and stakeholders is essential in knowledge creation and learning. The meeting is central to this: and learn from and with each other. All parties (students, lecturers, external parties) interact with each other and with each other.
HILL
We use the 7 HILL building blocks for the translation of the educational vision into education and educational organisation:
- Urgency, gap, problem: student must experience a 'sense of urgency'. Problems, challenges or gaps in an authentic situation are the starting point for an intrinsically motivated approach. Reality is the context for learning;
- Self-management & learner agency: there is always a certain degree of self-management and learner agency in the curriculum. The student has a highly reflective attitude and can take responsibility for the choices he makes and for the actions he takes;
- Cooperation, interaction & coaching: learning takes place in a network of social interactions, in which the lecturer takes on a coaching role;
- Hybrid learning: there is a combination of offline and online learning moments. For the online learning moments, use is made of the online learning environment Canvas;
- Action & knowledge sharing: One learns by actively working on meaningful assignments/projects. Learning in action is just-in-time, so when the know-how is really needed to solve a problem. Knowledge sharing is an important component of professionalism and therefore deserves constant attention;
- Flexible learning space, formal and informal: The learning space should provoke informal learning by inspiring students. Lecturers are open to spontaneous learning by discussing what students offer;
- Assessment as learning & assessment for learning: Assessment should be an integral and relevant aspect of education; Guidance and assessment are at the service of learning. The focus is on providing feedback that helps the learner, activating peers to learn from each other and activating the learner as the owner of their own learning process.
The four teaching methods: the differences
The differences in teaching method are expressed in the following sections:
- Educational learning process: the educational learning process is based on different starting points and differs from one teaching method to another.
- Learning outcomes & Assessment: there may be differences in assessment methods, the role of feedback and learning pathway independent vs. learning pathway dependent assessing.
- Role of the lecturer: the type of guidance may vary. Certain competences of lecturers may be emphasised to a greater or lesser extent.
- Role of the student: the degree of self-determination and choice may differ.
Table 2 gives an overview of the teaching methods within the vision of Fontys ICT student centred education, the HILL building blocks and the themes mentioned above.
Table 2
Vision Fontys ICT student centred education and HILL building blocks1) worked out into four teaching methods. The differences between the teaching methods are expressed and made transparent within the themes Educational learning process, Learning Outcomes & Assessment, Role of the lecturer and Role of the student.
| STUDENT CENTRED EDUCATION | |||
|---|---|---|---|
| Course-based learning | Demand-based learning | Research-based learning | Open learning |
| Course-based education focuses on clarity and predictability for students in terms of learning outcomes, educational activities and assessment criteria (determined by the study programme). | Demand-based education focuses on students who want to take their learning process into their own hands. The learning outcomes and assessment criteria are determined by the study programme. For the educational activities, the student has choices, including making his own proposal. | Research-based learning focuses on the student who wants to take his learning process into his own hands on the basis of one or more research projects. The assessment is in line with the learning outcomes formulated in advance. | Open learning focuses on the personal ambitions and development needs of the student. The student makes his personal curriculum with appropriate learning outcomes, educational activities and assessment criteria. The study programme monitors level and content. |
| Educational learning process | |||
| Course-based learning | Demand-based learning | Research-based learning | Open learning |
| The student chooses a fixed, offered learning pathway in which the learning outcomes and the path towards them are determined by the study programme. There is a varied range of learning activities and study materials. Choices are limited and determined by the study programme. | The student chooses a flexible learning pathway in which the learning outcomes are determined by the study programme and the student makes his own choices about how to achieve them (learning strategy). The student can choose from various learning activities and study materials, including his own options. | The student chooses a flexible learning pathway in which the learning outcomes are determined by the programme and the student makes his own choices in the path towards them (learning strategy). The student chooses from various research and development activities and study materials, including his own options. | The student chooses an open learning pathway in which the learning outcomes and the path towards them are determined by the student. In dialogue with a coach, students choose their own learning outcomes, study materials (Open Educational Resources) and learning activities. |
| The education is designed according to the principles of the 4C/ID model (four-component instructional design model) (Van Merrienboer & Kirschner, 2017). This means that we work with authentic learning tasks that are offered in a structured manner, where there is also room for instruction and training, and where the guidance and support from the lecturer gradually decreases. Education is prestructured in terms of content, working methods and guidance. Knowledge and skills are applied in practical assignments, which increase in size and complexity during the study programme. The student gets more and more choice in a pre-sorted set of learning tasks that are designed according to 4C/ID (learner agency)2). | The education is designed according to the principles of project driven education (Visscher-Voerman, 2018). This means that the starting point is an authentic question, challenge or problem from professional practice, which tempts you to learn. Content is offered as required and mainly process support takes place. Students work on a practical assignment (professional task) on the basis of which they look for the knowledge and skills they need. The guidance of students is adaptive: adapted to the needs of the student. Students are encouraged to ask their own learning questions and challenged to take their learning process into their own hands (learner agency) 3). Where there is a need, an inspiration session can be held. | The education is designed according to the principles of the 'framework of undergraduate research and inquiry' (Healy & Jenkins, 2009). The focus is on the quadrant 'Research Based learning'. This means that the curriculum is aimed at the performance of authentic, methodically structured, professional tasks by students, which contribute to new insights in the professional field. The focus is on learning by performing research and development activities within applied research. In addition to the previously formulated learning outcomes, there is room for the student's personal development questions. Students work on (renewed) solutions for both existing and future research questions from practice. They are encouraged to adopt a methodical approach. This requires active and enterprising behaviour and an explorative attitude from students. Support is offered according to need and adaptive process guidance (learner agency) is the most important aspect.4). | The education is designed on the basis of the principles of Open learning. This means that the student enters an educational learning environment in which only process guidance is planned in advance. There is no predetermined and planned study programme. The student's individual development question is the starting point. In dialogue with his coach, the student not only determines his own learning outcomes, but also the content of the learning activities / learning pathway (learner agency) 5). The student submits his own challenge for approval or chooses a challenge from the society/work field (urgency, gap, problem) 6). The student then goes in search of the necessary knowledge and skills. The guidance of the student is process-based and adaptive: adapted to the needs of the student. |
| Learning outcomes & Assessment | |||
| Course-based learning | Demand-based learning | Research-based learning | Open learning |
| The assessment fits in with the pre-formulated learning outcomes. | The assessment fits in with the pre-formulated learning outcomes. | The assessment fits in with the pre-formulated learning outcomes. | Students are assessed on the learning outcomes formulated by the student himself and approved by the appointed assessors. These criteria are related to the HBO-i-model. The advancement is determined on the basis of requirements with regard to the student-related growth according to this model. |
| The learning objectives of a semester focus on the development of the student towards the formulated learning outcomes. Feedback, feed-up and feedforward are important. There is a combination of assessment of, for & as learning7). This can take the form of authentic assignments and projects, or tests for routine aspects. These components can be placed within an overarching portfolio assessment. There is strong guidance from the study programme in the construction of the portfolio, for example in the form of a template. The semester is concluded with an integral assessment by several assessors, based on a portfolio that includes at least all formative study results. | It's about learning pathway independent assessing. Feedback, feed-up and feed forward occupy an important place in education and together they form the implementation of “assessment as learning”8). Assessment is longitudinally based on the portfolio development and performance of the student. The student largely decides for himself which products of learning to include in the portfolio. The semester is concluded with an integral assessment by several assessors. | It's about learning pathway independent assessing. Feedback, feed-up and feedforward - both task-oriented and process-oriented - occupy an important place in education and together form the implementation of “assessment as learning”9). Assessment is longitudinal, based on the portfolio development and performance of the student. The student determines for the most part which learning products, based on the issues studied in practice, he includes in the portfolio. The semester is concluded with an integral assessment by several assessors. Together, the assessors represent the various roles within the research. | It's about learning pathway independent assessing. Feedback, feed-up and feed forward, both task-oriented and process-oriented, occupy an important place in education and together form the implementation of assessment as learning10). Assessment is longitudinally based on the portfolio development and performance of the student. The student determines the components that he will include in the portfolio. The semester is concluded with an integral assessment by several assessors. |
| Role of the lecturer | |||
| Course-based learning | Demand-based learning | Research-based learning | Open learning |
| The lecturer: has a role as coach, content supervisor and expert and assessor. The role of the lecturer is based on the master-apprentice type. | The lecturer fulfils the role of coach, content supervisor and assessor and frequently enters into dialogue with both groups and individual students about the personal learning process (interaction and coaching)11). If an issue falls outside the lecturer's expertise in terms of content, he will refer to other experts or help to find sources. | The role of the lecturer consists of coach, research supervisor and/or assessor. He frequently enters into dialogue with both groups and the individual student regarding the personal learning process (interaction and coaching)12). If a research issue is beyond the lecturer's content expertise, he will refer to other researchers and experts or help to find sources. Some of the lecturers are part of a research team, within which they can - in addition to the role of lecturer - also fulfil the role of researcher. | The lecturer fulfils the role of coach and assessor and frequently enters into dialogue with both groups and the individual student about his or her personal learning process (interaction and coaching)13). If an issue falls outside the lecturer's expertise in terms of content, he will refer to other experts or help to find sources. |
| The lecturer organises planned educational meetings in which theory, practical examples and, for example, demonstrations (looking over your shoulder) are alternated with guiding students in practicing and carrying out authentic assignments, some on the basis of cases, others on the basis of real questions from an external client (urgency, gap, problem)14). The lecturer gives a lot of feedback to students while working on authentic tasks. | As a coach, you provide the student with the feedback, feed-up and feed forward guidance that the individual student asks for. The lecturer entices the student to learn by means of an authentic question, challenge or problem from professional practice (urgency, gap, problem)15) and adapts its study programme to the students' learning demands. Sufficient (existing) materials are offered (e.g. via Canvas16) ). Meetings are aimed at tempting students to ask learning questions and to take action themselves. The lecturer gives students the space to come up with their own plan. | The lecturer offers the student the guidance that the individual student requires on the basis of an authentic research question from the (professional) field by means of feedback, feed-up and feed forward.17). The lecturer encourages innovation and creativity and offers students the necessary freedom and confidence to shape their applied research project. He knows his way around Open Educational Resources and other (public) sources and can support the student in this. The lecturer will ensure that the student validates his results with stakeholders (also outside Fontys ICT). | As a coach, you provide the student with the feedback, -up and -forward guidance that the individual student asks for. Coaches stimulate innovation and creativity and offer students the necessary freedom and confidence to shape their own learning pathway. The lecturer knows his or her way around Open Educational Resources and other (public) sources, and can support the student in doing so. The lecturer also assumes the role of facilitator. The concrete implementation of this depends on the learning outcomes that the student has determined. The lecturer will ensure that the student validates his results with stakeholders (also outside Fontys ICT). |
| The lecturer makes more and more students do it themselves (scaffolding). The lecturer also guides students in projects and on personal development. Lecturers encourage students to stop by if they have questions and uncertainties (interaction & coaching)18). | The lecturer guides the student towards the learning outcomes as defined by the study programme and responds to the needs of the student (differentiation). The lecturer is open to what presents itself spontaneously and has a flexible, adaptive attitude in order to act quickly on it (formal and informal learning)19). | The lecturer guides the student towards the learning outcomes as defined by the study programme and responds to the needs of the student (differentiation). The lecturer is open to what presents itself spontaneously and has a flexible, adaptive attitude in order to act quickly on it (formal and informal learning)20). | The lecturer will guide the student to record his learning outcomes and then to demonstrate them. In doing so, he responds to the needs of the student (differentiating). The lecturer is open to what presents itself spontaneously and has a flexible, adaptive attitude in order to act quickly on it (formal and informal learning)21). |
| Role of the student | |||
| Course-based learning | Demand-based learning | Research-based learning | Open learning |
| Some degree of learner agency22) is expected. Students can follow a structured offer. In the course of the study programme, the student's role in making choices within the (course-based) learning pathway and about the content of educational activities will grow. | A significant degree of learner agency23) is expected from the student. The student decides the way to the learning outcomes. For example, short instructions, attending a workshop, watching a tutorial, doing an assignment or sparring with a fellow student. A self-developed learning activity is also an option. | A significant degree of learner agency24) is expected from the student. The student decides the way to the learning outcomes and, with the support of the lecturer, looks for appropriate research and development activities on the basis of an authentic research question. The development of the student's research and enterprising skills is central. | There is a lot of learner agency25) is expected from the student. Students decide for themselves what learning outcomes they want to achieve and, with the support of the coach, look for appropriate learning activities and materials. The development of new world competences (adaptive, resilient, innovative) and enterprising capacity is central. |
| Students can study many parts independently, but several assignments take place in groups. From the start of their studies, students are encouraged to learn with and from each other (action & knowledge sharing)26). | The student actively acquires knowledge and skills (action), he seeks interaction with fellow students and lecturers (knowledge sharing), within the context of students working on the same learning outcomes27). | The student actively acquires knowledge and skills (action), he seeks interaction with fellow students, lecturers and/or stakeholders (knowledge sharing). This takes place within the context of applied research projects, in which the students involved work on pre-formulated learning outcomes28). | The student actively acquires knowledge and skills (action) and interacts with fellow students and lecturers (knowledge sharing)29). |
Note: For both course-based and demand-based learning, there may be a difference in approach at the beginning of the study programme compared to the end of the study programme. It is desirable to build up from more lecturer-driven to more student-driven. The research-based and open teaching method have been student-driven right from the start.
Consulted literature
Dochy, F. J. R. C., Berghmans, I., Koenen, A. K., & Segers, M. (2015). Bouwstenen voor high impact learning: het leren van de toekomst in onderwijs en organisaties. Amsterdam: Boom.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
Van Merrienboer, J. J., & Kirschner, P. A. (2017). Ten steps to complex learning: A systematic approach to four-component instructional design. New York: Routledge.
Visscher-Voerman, J. I. (2018). Perspectieven op curriculuminnovatie in het hoger onderwijs. Deventer: Saxion Hogeschool.
More information
Dochy, F. J. R. C., & Segers, M. (2018). Creating Impact Through Future Learning : The High Impact Learning That Lasts (HILL) Model. Routledge.
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