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| PEDA0053-1 | Curricula construction and Educational Psychology
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| Duration : | 30h Th, 30h Pr |
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| Credits/ECTS : |
| Master in Education Sciences, in-depth approach, 1st year | | Toute l'année | | 6 |
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| Master in Education Sciences, in-depth approach, 2nd year | | Toute l'année | | 3 |
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| Master in Education Sciences, specialized approach, 1st year | | Toute l'année | | 6 |
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| Master in Education Sciences, specialized approach, 2nd year | | Toute l'année | | 3 |
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| Master in Education, Professional Focus in Adult Education, 1st year | | Toute l'année | | 6 |
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| Master in Education, Professional Focus in Adult Education, 2nd year | | Toute l'année | | 3 |
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| Holder(s) : | Dieudonné Leclercq |
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| Substitute(s) : | Brigitte Denis |
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| Language : | Langue française |
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| Course objective : | This course aims to to empower students in
-applying to real cases of conception or modification of curricula or parts of curricula the NECOMERIOR steps with the help of their related techniques and/ or taxonomies (Needs analysis, analysis of what already Exists, Triple Consistency between Objectives, Methods and Evaluation ; Realisation (ot staff, resources,..) ; Imprelmentation - Action ; Observation (clooection of tracks of processes and effects) ; Regulations and revisions.
-knowing and understanding caracteristics of curricula and / or approaches such as Objectives Driven Pedagogy ; Individually Prescribed Instruction ; programmed instruction; programmed cases ; Problem Based Learning ; Projects driven approach, Competence based approaches, Reciprocal Multimedia Animation Projects ; Simulations and Role play (such as OSCEs for instance) ; e-learning possibilities. |
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| Prerequisites : | Student must
-be aware of the diversity of educational sciences.
-be aware of the key problems in education, such as quality, equity, equality, efficacy and efficiency, selection at the entry, various strategies (equaltarian, elitists, compensatory).
-know and understand the events of the Learning Events Model (LEM), i.e. learning and teaching paradigms such as observation, recpton of messages, drill & practice, exploration, experimentation (problem solving), creation, metacognition, debate. |
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| Organization : | During the first semester (sept-december 2007), studnets receive lectures from the professor and mainly from external experts on various curricular innovations such as syllabi, exams with simulation, or based on solving complex problem, Project based methods, ...When possible, the students visit the institutions where those innovations are implemented.
In semester 2, students prepare themselves (january-february) to lecture (march - april) on theoretical aspects based on documents (3 books) |
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| Written notes : | Suggested readings :
- Leclercq (2008). Conception et Evaluation de Curriculum. Editions de l'Université de Liège.
- Depover et Noël (2005). Le curriculum et ses logiques. Paris : L'Harmattan.
- Demeuse et Strauven (2006). Développer un curriculum d'enseignement ou de formation. Bruxelles : de Boeck
NB : Additional documents are distributed by experts or during the visists. |
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| Assessment : | The fnal score combines the score obtained for the personal presentation (50%) and on a reflexive personal report (50%) linking practice and theory refering at least to 3 contents encountered during the lectures and/or the visits. |
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| Contacts : | B.Denis@ulg.ac.be (professor) ; pfontaine@ulg.ac.be (assistant);
n.saenen@ulg.ac.be (secretary ; tél. 04-3662072). |
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