Beschrijving
Universities aim to educate people to think independently, critically and deeply about problems in and around their discipline, and to keep on learning and developing throughout their professional lives. They also aim to enable graduates to work independently and collaboratively, to engage with society, to contribute to understanding and solving complex problems, and to communicate with people from other disciplines and practitioners. Traditional teaching- learning models that emphasize the transmission of knowledge from teachers to learners are increasingly considered inadequate to meet those aims. Project-based learning, personalized learning pathways, design-based learning, competency-based learning, work-based learning and challenge-based learning are just a few educational innovations that have been adopted to foster more active, deep, self-regulated, intrinsically motivated, collaborative, interdisciplinary, meaning- oriented and application-oriented student learning congruent with the above mentioned aims. Higher education is at the dawn of existing innovations in teaching and learning, many of them aimed at improving the quality and experience of student learning. Innovations like these require very different teacher roles than many are familiar with, such as tutor, skills assessor, problem designer, digital teacher, and coach of students’ learning, problem solving and collaboration processes. Often teachers are struggling with these new roles. A variety of approaches to teacher professional learning and development are being used to help them. However, a solid knowledge base grounded in research evidence on if, how and why these approaches work in different contexts is only just beginning to appear. Moreover, research on teaching and teacher learning is often disconnected from research on student learning and instruction. This gap limits the impact of research on what goes on in daily practice. In this keynote Jan will share new research on two strands of inquiry: the design and effects of Challenge-based Learning and what that means for learners, teachers and curriculum design; and teacher professional learning and development in the context of educational innovations. Both strands are consortium-based in methodology, characterized by a close collaboration between researchers, teacher-researchers, visionaries and practitioners.| Periode | 25 sep. 2024 |
|---|---|
| Evenementstitel | EARLI SIG 4 & SIG 17 Conference 2024 |
| Evenementstype | Congres |
| Locatie | Utrecht, NederlandToon op kaart |
| Mate van erkenning | Internationaal |