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VCSE Guidebook/Conclusions/Bibliography: Difference between revisions
VCSE Guidebook/Conclusions/Bibliography (view source)
Revision as of 10:17, 6 June 2009
, 10:17, 6 June 2009→Short Description of VCSE e-Courses
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| '''Short Description of VCSE e-Courses''' | |||
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|'''VCSE-partner:''' | |||
|'''CUEC''' | |||
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|'''VCSE e-course:''' | |||
|'''Multiple Approaches to Globalisation and Sustainable ''' | |||
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|'''Challenge / Obstacle to be faced:''' | |||
Approach/ methodology / medium used: | |The traditionally taught blended learning Czech course “Globalisation and Global Sustainability Issues” was extended to the fully electronic version so as to be applicable in a more diverse international environment; this change entailed a range of challenges/obstacles in terms of our having to: | ||
* identify some general learning outcomes of real benefit to all (as we knew very little about our prospective students during the planning of the course ) | |||
* specify the course objectives so that students with diverse academic and cultural backgrounds could identify with, thus being inspired to put real effort into their work | |||
* define the “added value” of the course in terms of a manageable amount of knowledge and skills | |||
* provide not only not only a theoretical focus on a certain (sustainability oriented) direction, but also “material” that would allow our students to critically weigh different perspectives (which would be extremely useful as a basis for a productive exchange of knowledge and ideas among students with diverse backgrounds) | |||
* find a way to contribute to the VCSE project as a whole through the common knowledge base | |||
* provide the necessary feedback regarding those parameters and options that are “working” in the common virtual setting by means of a proper evaluation | |||
* develop an appropriate formal structure that would ensure continuous contact with the students (so that they do not lose orientation in the virtual work environment but also not feel as being under constant supervision. | |||
Summary of pedagogical objectives | |- | ||
|'''Approach/ methodology / medium used:''' | |||
|The multi-disciplinary e-learning course has a twofold objective: 1) to develop the students’ capacity for critical thinking in exploring the complex reality of the globalised world, as well as their ability to work in a heterogeneous environment 2) to foster the development of powerful skills, crucial for everyone in an academic environment and beyond, such as clarity in the presentation of ideas, structured argumentation and critical analysis of texts. Students choose a particular area of interest which serves as a background for the completion of specific assignments aimed to develop critical and writing skills. The learning environment supports the cooperation of students in exchanging ideas on global problems or case studies. | |||
'''Summary of pedagogical objectives''' | |||
The course is grounded in constructivist approaches: active learning is used to meet the pedagogical objective of developing critical thinking. At the same time, the work of the students is ultimately translated into a ‘tangible’ and practical learning-tool –a Wikipedia educational resource– that may serve as a common knowledge base and resource for future students and other members of the academic community. | The course is grounded in constructivist approaches: active learning is used to meet the pedagogical objective of developing critical thinking. At the same time, the work of the students is ultimately translated into a ‘tangible’ and practical learning-tool –a Wikipedia educational resource– that may serve as a common knowledge base and resource for future students and other members of the academic community. | ||
Teaching method: | '''Teaching method:''' | ||
The course leads step by step from 1) reflecting on texts, 2) to the reconstruction of texts, 3) to the more advanced and comprehensive ability to make an original contribution to the theme of the texts, while meeting basic academic demands. In each step, skills in formal procedures of scientific writing are taught and students build a sense of confidence in coping with complex issues | The course leads step by step from 1) reflecting on texts, 2) to the reconstruction of texts, 3) to the more advanced and comprehensive ability to make an original contribution to the theme of the texts, while meeting basic academic demands. In each step, skills in formal procedures of scientific writing are taught and students build a sense of confidence in coping with complex issues | ||
The teaching method involves the thorough preparation of course materials (learning materials such as course texts, the Moodle learning environment and the students’ Wiki space) and proper guidance in a sequence of simple tasks. This assistance provides the students with an opportunity to concentrate on tasks that require a “higher order of thinking” in terms of the analysis of the contents and qualities of the texts studied, which leads them to the first experience necessary for their own writing. | The teaching method involves the thorough preparation of course materials (learning materials such as course texts, the Moodle learning environment and the students’ Wiki space) and proper guidance in a sequence of simple tasks. This assistance provides the students with an opportunity to concentrate on tasks that require a “higher order of thinking” in terms of the analysis of the contents and qualities of the texts studied, which leads them to the first experience necessary for their own writing. | ||
Technology: | '''Technology:''' | ||
The e-learning modules are based on a combination of 2 electronic environments. In the Moodle version, students receive basic instructions, they study online resources and get guidance for developing ICT competences, they communicate with teachers and other students, they deliver their assignments and receive assessment results. They are also provided with texts that are focused on problems of Globalisation from various disciplinary perspectives. | The e-learning modules are based on a combination of 2 electronic environments. In the Moodle version, students receive basic instructions, they study online resources and get guidance for developing ICT competences, they communicate with teachers and other students, they deliver their assignments and receive assessment results. They are also provided with texts that are focused on problems of Globalisation from various disciplinary perspectives. | ||
In the common Students’ Wiki Space they are required to contribute to their chosen topic through their assignments - here they are able to continuously develop and improve the text collaboratively (with the teacher and other students), see the progress in History and discuss the content. | In the '''common Students’''' Wiki Space they are required to contribute to their chosen topic through their assignments - here they are able to continuously develop and improve the text collaboratively (with the teacher and other students), see the progress in History and discuss the content. | ||
Achieved outcome / results: | |- | ||
|'''Achieved outcome / results:''' | |||
|As a result, the students produce an article that is prepared so as to merit publication. During the course, students are expected to go through a peer review process which enhances their writing and publication skills. In our course, the final article produced was reviewed by experts in a given field and it was then rewritten so as to feed the requirements of some reviewed journal. It had a very up-to-date topic on Gender issues in a post-communist country (Slovenia). | |||
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|'''Lessons learned / Recommendations for other virtual campuses:''' | |||
Lessons learned / Recommendations for other virtual campuses: | |Concerning content, the virtual environment is supportive for the understanding of complex issues as it gives access to diverse resources and offers the possibility to interrelate and reflect on different information. | ||
Concerning the teaching method, e-learning provides an opportunity to fulfill pedagogical objectives appropriate at a university level –develop knowledge independently by researching relevant resources and working with texts and materials in a process of reflecting on and re-formulating ideas, developing and refining them by their own contribution. That is a core academic skill which often is not practiced in the context of the university curriculum. | Concerning the teaching method, e-learning provides an opportunity to fulfill pedagogical objectives appropriate at a university level –develop knowledge independently by researching relevant resources and working with texts and materials in a process of reflecting on and re-formulating ideas, developing and refining them by their own contribution. That is a core academic skill which often is not practiced in the context of the university curriculum. | ||
The first run of the course was positively evaluated, but the workload was heavier than anticipated. Over the summer we re-developed the course to lighten the workload. One issue we faced was how to “teach” Globalisation. Introducing the issue through disciplinary perspectives to students who may be absolutely unfamiliar with most of those disciplines, and then asking them to work with this approach is too much of a challenge for them. In the future run of the course we will concentrate on a more “user friendly” approach and understanding of the different aspects of the Globalisation process (other than the one offered by disciplinary approaches) and we will also provide an opportunity to introduce personal experience with its consequences (a good starting point for students discussion and for the purpose of familiarizing the students with qualitative research). Writing skills (structure, clear argumentation, evaluation of resources, proper citation etc.) will remain a strong component of the course. | The first run of the course was positively evaluated, but the workload was heavier than anticipated. Over the summer we re-developed the course to lighten the workload. One issue we faced was how to “teach” Globalisation. Introducing the issue through disciplinary perspectives to students who may be absolutely unfamiliar with most of those disciplines, and then asking them to work with this approach is too much of a challenge for them. In the future run of the course we will concentrate on a more “user friendly” approach and understanding of the different aspects of the Globalisation process (other than the one offered by disciplinary approaches) and we will also provide an opportunity to introduce personal experience with its consequences (a good starting point for students discussion and for the purpose of familiarizing the students with qualitative research). Writing skills (structure, clear argumentation, evaluation of resources, proper citation etc.) will remain a strong component of the course. | ||
The course used the Wiki strategy and students were encouraged to start building their own Wiki Space – see http://stary.czp.cuni.cz/vcsewiki/index.php/Student_area. It was a relatively easy task for them with a visible outcome so that the students feel that their work is not wasted but will serve in future runs of the course. | The course used the '''Wiki strategy and students were encouraged to start building their own Wiki Space – see http://stary.czp.cuni.cz/vcsewiki/index.php/Student_area. It was a relatively easy task for them with a visible outcome so that the students feel that their work is not wasted but will serve in future runs of the course.''' | ||
Our proposal is to promote the building of such Wiki spaces through the other VCSE courses – thus we will create a common “knowledge base” where students will be able to share the results of the work being done in other courses. | Our proposal is to promote the building of such Wiki spaces through the other VCSE courses – thus we will create a '''common “knowledge base” '''where students will be able to share the results of the work being done in other courses. | ||
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Food for thought / Challenges still to be met: | |'''Food for thought / Challenges still to be met:''' | ||
|In the process of assessing the course as a whole, we are considering the following issues: | |||
* Should we make the course comparable to or compatible with other VCSE courses? And if so, how? | |||
* How do we assess students with varying backgrounds and levels of knowledge so that they are not discouraged by very mild/hard criteria? | |||
* What level of complexity should we require in our tasks: to which detail should we explain each skill we require the students to develop though their assignments? | |||
* '''If partners''' work collaboratively on '''a''' common Students’ Wiki Space, there will arise numerous questions such as who will guarantee quality and compatibility of texts, what will the format for the discussion among students across borders of different courses be etc. | |||
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Annex 2: VCSE Dissemination activities | ===Annex 2: VCSE Dissemination activities=== | ||
1. Project website | 1. Project website | ||