Pedagogical concept explains your perspective for your course
Table of Contents
In the pedagogical concept of a course, the teacher designers (as a team) articulate their educational vision and the methods they intend to employ to actualise this vision.
The pedagogical concept forms a core element of the course’s learning environment. It articulates the beliefs of the teacher or teaching team regarding student learning and development. This concept draws upon educational research and the teachers’ own professional experiences. In essence, the pedagogical concept serves as a crucial design instrument, employed in conjunction with other learning environment elements, to design and assess both the Routemap and the Blueprint.
The pedagogical design principles are integral to your course’s educational concept. The corresponding teaching and learning methods and materials aligning with these principles are clearly outlined to benefit the teaching staff involved.
The crucial quality is that the teachers can recognise the possibilities of the pedagogical suggestions offered as worthwhile.
Example: Applying the principle of ‘teaching what you preach
The training programme and the workshop should be similar to a typical blended learning course. The participants should experience typical IT learning activities. The workshop combines F2F education, individual self-study and small group work. The introduction of blended learning is often a reason to modernise education. This is why I have included elements of mhe in the programme and workshop. Some specific mhe options [e.g. active learning, test and (peer) feedback, the interaction between participants and the trainer(s) and motivation of participants] were applied in the training programme. These options follow self-determination theory: assignments with self-study, group discussion of relevant topics and presentations by participants in the F2F classroom.
The participants should redesign one of their courses in a blended learning course. The participants introduce the results of the training assignments in Moodle. Then, teachers selected the IT options they prefer to apply in their course, explaining the reasons for their decisions. A helpful principle is that the IT options should improve the quality of the course for teachers by applying modern design principles, new it options and assignments.
The learning products are prepared individually or in small groups and discussed in plenary sessions. The assignment results were regularly sent to the teachers’ trainers through the Virtual Learning Environment. These assignments will be evaluated and discussed in plenary sessions.
If this approach is followed, blended learning possibilities, vle and mhe will not remain abstract ideas.
Learn to use Moodle
The learning activities of the participants are supported by Moodle, which also prepares training programmes and workshops. All participants should have permission to use the Moodle course as a teacher. The essential functions of Moodle are exercised in the ‘Introduction course’. Also, there is time and the possibility of exercising in the workshop with other Moodle functions. For example, tests can be used to show progress and video calls from students.
Specific focus on design activities
- Visualising the learning process, learning environment and other parts of the DD process in route maps, diamond diagrams and blueprints;
- Focusing on the DD process, the learning process and the learning environment. Including an explicit and robust emphasis on applying results from educational research;
- Weaving the stages of the basic technical design cycle into the DD process;
- Focusing on applying evidence-based it options;
- Formulating feasible course design tasks instead of giving general and abstract assignments. Try to prepare more concrete assignments and structure the activities of the participants.
- Stressing the need to describe better pedagogical models;
- Formulating and applying the quality criteria and requirements of the final result in the DD process.
Example of a pedagogical concept using the design principles for a curriculum
The description of the eight design principles given below is meant to help the teachers team preparing a pedagogical concept for their specific course(s) in a modern higher education curriculum.
Design principle 1.Task-oriented learning/active learning
- Learning should be active instead of just listening. Students must learn to use the content in authentic professional problems, cases, and issues. This will prepare them for lifelong learning. There is less theory and more skill training in nursing/midwives’ interventions.
- In the program, the teachers offer (connected) study assignments;
- The complexity and size of the assignments increase during the study years;
- There is transparency in the expectations towards the students. The courses are described clearly in the module books;
- Learning objectives and aims/competencies are logically related in and between the courses;
- Teachers and tutors support the self-study of the students. During the study program, the students will have to study increasingly independently;
- The education will be more en more using it. Students have to learn to study using the IT options.
Consequences:
- The students work on different study assignments related to the discipline;
- The assignments have clear learning objectives: the learning tasks, the expected results, the assessment criteria and the mode of discussing the results are clear and feasible;
- The assignments are presented through Moodle;
- The teacher gives the feedback, the tutor or fellow students (often through the vle);
- There is an optimal blend of F2F, online and self-study learning activities. The program stimulates the students to study regularly;
- In the assignment, the entry-level of the students is considered. Remedial study materials are available through Moodle;
- For excellent and very motivated students, extra activities are possible.
Design principle 2.Issues and problems from the professional field are central.
- Knowledge is learned and applied in the context of professional issues and problems. This is possible to reduce the gap between education and the working field. Competencies are based on the official curriculum planning and the university’s additional content and learning activities;
- Students are enabled to build a repertoire of solved patient cases. Students learn to solve health problems or tasks systematically;
- Also, students will be involved in innovative subjects or projects.
Consequences:
- Cases, problems or issues from the field are illustrated with the help of different media (pictures, video, simulations, and animation in Moodle);
- Cases are studied in the classroom, small workgroups, practical work in the skills lab, projects and internships. The learning activities are growing in complexity and difficulty;
- The teachers prepare their lessons. The pedagogical approach is theory – video – demonstration – and practice;
- Students learn systematically to analyse a client’s problem, issue or question. Possible methods: problem-based education, project education, case method;
- They learn to use the internet, books and articles to understand and use evidence-based methods to solve practical problems and experience organising an innovation project;
- The internships (short and long) are systematically prepared in the regular study program. The students’ experiences are discussed.
Design principle 3. Explicitly focuses on knowledge.
- Students study knowledge through active learning methods like assignments, problem-based projects, internships and case study methods through online discussion, peer feedback and group discussion;
- Students will, during their study, enlarge, deepen and structure the knowledge they gained;
- A MOOC could be an essential source of up-to-date knowledge.
Consequences:
- Students study the main topics, concepts and developments relevant to the professional field;
- Moodle indicates the learning objectives, relevant knowledge, literature, books, websites and videos to be studied.;
- After the self-study, project work and practical work, the subject matter is discussed, applied and deepened during the classroom meetings.
Design principle 4. Principle Learning tracks support the learning process in the program.
- The teachers and management should agree on the various learning tracks in the study program. In a learning track, the students learn to master the competencies;
- Competencies are learned step by step in professional situations with growing complexity. The course content and skills are presented in Moodle and the books;
- The development of the students is described with the help of rubrics.
- All courses build on previous courses and prepare for the following courses;
- Students develop themselves first as students and then as professionals.
Consequences:
- The teachers formulate the learning objectives, rubrics per study year, and the subjects and activities of the various learning tracks. The teacher decides on the contribution of the relevant courses;
- When designing the course, the teacher ensures the correct learning objectives, course content and (sub) competencies can be studied and exercised;
- The teacher ensures whether the course fits in the learning tracks in the program;
- The student’s progress is followed and discussed with the help of a portfolio.
Design principle 5. Collaborative learning/learning from fellow students
- Social bonding is essential to keeping the students committed, active and on track;
- The students learn from each other by verbalizing and exchanging their knowledge, insights and approaches;
- The students have to learn to collaborate with other professionals and with clients.
Consequences
- Organize group activities that bring shared success to the students;
- Use the power of collaborative work in the F2F activities by organizing small groups and using peer feedback;
- Social and professional integration can be achieved by organizing a student club and mentor groups and the easy availability of teachers through Moodle, a discussion forum, chat and other social media.
Design principle 6. Testing and feedback are the motors of students’ learning.
Testing has three crucial functions:
- The tests’ content and format strongly influence the students’ study behaviour;
- With the testing, the faculty guarantees that students can function at the desired level of competency;
- The students (faculty and teachers) receive feedback about the study results and progress.
Consequences:
- The test format, content and criteria are transparent and connected with the learning objectives and activities.;
- There are summative and formative (or diagnostic) tests, primarily through the vle. For example, students prepare a portfolio to reflect on their ‘professional’ progress;
- Students’ knowledge is tested during and after the course through the vle and in the classroom.
Design principle 7. IT is a must!
- Improve accessibility of available information for the students. New possibilities to present content, assignments, multimedia and up-to-date learning material should stimulate the students’ independent work;
- Preparation for the future. Almost all professionals work with digital hardware and software; not using it is no option. Also, many students expect it in their education;
- With it, students can get more control (and responsibility) over their study activities. This is a crucial element of modern higher education.
- The students should learn to use ITedu tools and professional software and hardware effectively and efficiently in their studies;
- it supports students when a teacher is not available but needs them.
Consequences:
- Ensure that ITedu tools work correctly;
- Offer extra explanations of complicated subjects;
- Encourage students and teachers to interact during the course.
- Provide more feedback through it;
- Facilitate students’ use of the internet, books, and articles.
Design principle 8. Possibilities for personal development.
- Most students have to learn to plan their studies, study texts (written and digital), learn from video presentations, work systematically and learn with all kinds of software and hardware;
- The primary feature of modern higher education is the greater responsibility of the students for their studies. The teachers’ support and assignments decrease during the program (curriculum) (= scaffolding);
- During study, students need support in choosing their education and professional careers. Students are supported in formulating their interests and plans and deciding on electives.
Consequences
- Support the start of the courses;
- Match prospective students to the course program.
