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International Courses The following courses will be taught in English:
During the last decade, a growing number of computer applications have been developed which support the performance of all kinds of tasks. These applications are referred to as ‘Electronic Performance Support System’ (EPSS). An EPSS is an integrated computerised environment that supports task performance by providing information, advice and learning opportunities. Since the early 1990s the concept of EPSS has also been applied to the field of curriculum design and development. Here, it is the performance of the curriculum designer and developer that is computer supported. Students of this course will gain insight in the possibilities and restrictions, and they will get some experience in using and analysing such support systems. Study materials: Please note: you should have some prior knowledge in the area of ICT and knowledge about educational/instructional design in general as well as curriculum development in particular. Starting date: 23 January --
New technologies are increasingly showing their potential in education. Yet, in many countries integration of information and communication technologies (ICT) in the curriculum is still limited. This course deals with this issue by studying and discussing amongst others the following topics: role and possibilities of ICT in the primary and secondary school curriculum, integration and/or use of the World Wide Web in curriculum materials, characteristics of pre- and in-service training on ICT, electronic networks for professional development of teachers and international comparative studies on the use of computers in education. Literature:
Syllabus Starting date: 30 January --
This course will deal with concepts, approaches and methods of curriculum implementation. Within the broader framework of educational innovation theory, the focus will be on those factors that influence curriculum implementation, especially those that can be 'manipulated' by curriculum designers, curriculum policy makers, and other change agents (e.g. inservice educators). The Fullan book "The New Meaning of Educational Change" will be used as main reference material. Students are expected to study the book independently, preceded by a meeting with the teacher to discuss the specific viewpoint of the student, and to explore other relevant sources. The use of extra literature will depend on individual options of the students in their assignment. Study
materials: Please note: some prior knowledge in the area of curriculum development is advisable. Starting date: 19 January --
The main objective of this elective is that we search for answers to the following questions:
In this elective course,
we will explore these questions and try to find answers
that apply to the company that we work with, the country
that we live in, and to the educational system that we
are acquainted with. On the basis of literature search,
discussions and design sessions, we will build scenarios
that are helpful in combining corporate curricula with
school curricula. Please note: you should be in your final year of you degree to take part in this course. Some prior knowledge of HRD is advisable. Starting date: 10 February --
In our
information-rich society the design of information is a
more critical factor to effective communication than ever
before. Instructional design is a special form of
information design. Typically, the aim is to help people
acquire new knowledge or skills.
The
actual topic of this task is to be decided by the
participants, and can be based on personal interests or
prior knowledge. For instance, participants may want to
address questions such as "How is the complex social
structure of ants organised?", "In what way do
festivals in China and Holland differ?", "How
should people search the web for information?",
"What can we learn from Bhuda?" etcetera. Study
materials: Starting date: Participants need to contact the instructor individually --
Governments
and other constituencies responsible for school
functioning have always tried to improve schools. One can
even say that in the contemporary situation schools are
faced with an ever present pressure to change. Moreover,
schools have become more and more responsible to improve
their functioning, mainly due to changing relationships
between governments and local educational organisations. Study
materials: Starting date: 4 March --
The course focuses on the various design issues important for supporting the use of a computer programme (i.e. the design of paper-based and online documentation). Students are stimulated to enhance their awareness of and sensitivity to the various perspectives that contribute to the design rationale of such products. Among others, attention will be given to the four main information types in technical documentation and their relation to goals users may want to accomplish: action information, problem solving information, background information, and co-ordinate information. The course also pays attention to the so-called main user goals (i.e. knowledge and skill development, both for regular usage and for troubleshooting), the main design issues involved in finding the best expression for each information type, and general issues of page design and visualisation. Students are expected to develop their own research question and conduct some analyses in pursuit of the answer to that question. The main findings are discussed in a research report that should indicate how theory relates to practice. This course heavily relies on an individual approach that has to be discussed with the instructor. Study materials: Annotated reader Please note: minimum number of students 10 Starting date: 6 January --
This course first addresses the description of the training goal and its operationalisation in knowledge and skills that have to be acquired in regular education or for doing a job. The description leads to the design of the problems that have to be solved by the learners to construct the knowledge and practice the skill. Then the task analysis techniques are explained, both for the analysis of knowledge and for problem-solving procedures and for combinations of knowledge and sequences of operations. Several techniques will be explained in detail, such as a learning hierarchy, a concept hierarchy, and an information processing analysis. During the sessions the students will solve task analysis problems and relate the components of the analysis to the design of instruction, the results of which will be discussed in class. Study
materials: Starting date: 17 February --
The use of Web-based
systems in education is rapidly emerging.
"E-learning" is a currently used generic term
to indicate a learning situation in which some level of
use is made of Web-based tools and resources. Web
functionalities in such systems offer a large potential
for higher education and within company training for
flexibility and efficiency increase. What are the
characteristics of e-learning systems and materials? What
divisions can be made? How can these be used in practice
in education? What are good examples which give a good
indication of the possibilities of this moment and the
future? After answering these questions, students will
work (together) on a assignment. There will be two
possibilities: (1) the design of a e-learning system or
(2) analysing, advising and evaluating e-learning
solutions both simulating the situation of a project in
which this is the case.
Starting date: 23 January --
Design of video depends on intended functions, context of use and available technology. The course provides an overview of typical video applications for learning-related purposes and examples of best practices as a starting point for an in depth analysis of principles of video design. Three major categories are at stake: Video as carrier for narrative structures, video for showing content that requires moving images, and video as a real-time communication channel. Related theory and research concern visual literacy and message design; instructional, cognitive and affective properties of visualisation and audiovisual story telling; and conversational interaction through video-conferencing technology. The students develop a frame work for video usability through analysis of the literature as well as the analysis of samples of video material. They contribute to further understanding of identified mediavariables by manipulating selected variables in a series of small video experiments in a Web-based environment. Starting date: 16 January --
Media like laptop and
desktop computers, the portable PDAs (Personal Digital
Assistants) and the so-called 'public information
systems' like kiosks and large-screen projections, are
becoming increasingly important as perceptual,
communicational and conceptual human senses. This course
highlights the emerging opportunities and subsequent
complications if those media become 3-dimensional and
immersive. This requires a "Spatial Didactics":
the attempt to increase the effectiveness and the quality
of learning via immersive experiences. Besides the
physical orientation and navigation in VR (Virtual
Reality) also the social, emotional and cognitive
implications play a role. Via case studies and
participating in prototyping teams students will
experience opportunities of VR for learning,
communication and collaborative design. Also the
application of VR in training and education will be
highlighted. Finally the student will complete an
assignment in which a spatial model is built in Cosmo
World and a written report upon the chosen design
rational and the usability aspects. Starting date: 7 January ---- The language of instruction for other courses in this Faculty is Dutch. At the Faculty of Behavioural Sciences the above-mentioned courses begin around the beginning of January 2003. At the end of March 2003 / mid of April the courses will be finished. We suggest the visiting students to stay 4 months in Enschede: to arrive at the beginning of January and to stay till the end of April. All courses have a workload of 120 hours (3 study points, the equivalent of 4,5 ECTS credits). The teaching language and the study materials will be English. Students should be sufficiently fluent in English to make effective use of the learning materials and lectures. Students should have completed at least two years of university level study. Students have to announce their interest for the courses they want to follow to contact Dionysia Loman before November 1st, 2002. Grading
For additional information, please contact Ms. Dionysia Loman, Office Manager of the International Education Office through e-mail d.loman@utwente.nl
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