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| PESU1001-1 | Actions in Higher Education : general issues and methodologies
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| Duration : | 60h Th, 20h Pr |
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| Holder(s) : | Dieudonné Leclercq |
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| Language : | Langue anglaise |
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| Course contents : | Presentation of a project management methodology adapted to the creation of teaching scenarios: BE-COME-RIR (the stages included in the approach and its conception up until its control). In each of these stages, it associates a certain number of concerns, actions and pieces of work.
While recourse to the BE-COME-RIR is not a guarantee of success, it does limit the probability of failure.
As the hyphens indicate, this methodology is divided into three distinct segments: BE (analysis of the needs and of what already exists), COME (definition of the objectives, the methods and the evaluation), RIR (realisation, implementation and control).
This course focuses on the analysis of needs, the definition of objectives and the Triple Concordance between objectives, methods and evaluation in the development of a UT project as well as in the application of concepts and tools developed in the participant's personal project.
- The needs analysis phase is the foundation stone in a training programme. The outcome of this phase is the foundation on which all development of future training activities will be based. It is therefore indispensable and essential.
- The phase to define skills and objectives is the direct result of the conclusions of the needs analysis carried out during the first stage of training project conception.
- Using theoretical models and taxonomies, the work carried out to define skills, and general and specific objectives allows everyone to question their teaching methods, since they are directly linked to notions of methodology and assessment. What are my objectives, which teaching strategies should I implement in order to meet them, such as assessing their accomplishment?
- The definition of skills and objectives will therefore have a significant impact on the realisation and evaluation of activities that will be included in the courses developed.
- Triple concordance is an essential teaching principle to ensure the quality of a teaching product. This approach, which allows objectives, methods and evaluation (OME) to be harmonised, is based on the verification of what was envisaged during the preceding stages. The cornerstone of the project's quality, it is envisaged as a stage in itself in order to ensure its success.
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| Course objective : | This course will give you the chance to develop the following skills:
- Innovate in your teaching to improve relevance and effectiveness
- Justify your actions, describe the principles underlying your teaching decisions
- Document (support with research references and theoretical work) the validity of these stances, basic principles and hypotheses
- Read/learn about teaching and learning by building on a basis of solid knowledge with new information (the essentials of university teaching)
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| Prerequisites : | None |
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| Organization : |
- Introduction during the first week of tutorials in (October), debate.
- Reading the contents, consultation of examples, external resources, submitting resources and exchanges on the discussion forum, formative self-tests.
- Completion of online tasks
- Exchanges on the discussion forum
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| Written notes : |
- Online
- Leclercq, D. (2005). Edumétrie et Docimologie pour Praticiens Chercheurs. Liège: Editions de l'Université de Liège.
- Leclercq, D. (2008). Intervention et évaluation en grands groupes. Liège: Editions de l'Université de Liège.
- Recommended reading:
* Tardif Jacques (2006) L'évaluation des compétences. ED. Chenelière Education. , 7001 Boulevard Saint Laurent,. Montréal (Québec) Canada. ISBN 2-7650-1005-6
* Leclercq, D. (2008) Conception et évaluation de curriculum. Editions de l'Université de Liège. D. Leclercq & M. Poumay (2008). « Le modèle des événements d'apprentissage - Enseignement » (http://www.labset.net/pmb/publications/fichiers/A1280_A1280_LECLERCQ_POUMAY_Les_8_EAE_et_leurs_principes_.pdf. )
- McKeachie, W.J. (1994). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 9th Edition. Lexington, MA: D.C. Heath.
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| Assessment : | At certain moments during the year, you will have the opportunity to submit the state of progress of your various pieces of work and thoughts to your tutor and/or the Formasup members of staff. This is what is known as the "progress file", composed of all the pieces of work that will make up your portfolio at the end of the course. For participants in the eLearning and Reflection/Intervention options, these exchanges will mainly take place using the GIC tool.
To benefit from these services and to ensure good organisation, deadlines must be respected.
The "success file" (professional portfolio) to be handed in at the end of the year and defended in front of a 3-person jury comprises 4 parts:
1. A presentation by the participant-teacher
2. A presentation and critical analysis of their action-research within Formasup. This section includes quality indicators of the participant's teaching (with supporting proof) and a research article.
3. An overview of the prospects and next steps to be taken by the teacher in his/her professional development
4. A communication report by the teacher on the results of his/her research and his/her development |
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| Contacts : | D. Leclercq: 04 366 20 72, d.leclercq@ulg.ac.be |
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