Educational Innovation and Technology

6 ECTS credits
150 h study time

Offer 2 with catalog number 4022670DNW for working students in the 1st and 2nd semester at a (D) Master - preliminary level.

Semester

1st and 2nd semester

Enrollment based on exam contract

Impossible

Grading method

Grading (scale from 0 to 20)

Can retake in second session

Yes

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Jo Tondeur (course titular)
Andy Thys

Activities and contact hours

22 contact hours Seminar, Exercises or Practicals
128 contact hours Independent or External Form of Study

Course Content

Theoretical component:

The focus of the course is on the pedagogical/didactical support in view of educational innovations, with a specific focus on technology. Possible content areas are the integration of educational innovations such as e-portfolio systems, flipping the classroom, curriculum materials on media literacy, the processes of ICT integration in education at different aggregation levels (e.g. vision and policy planning in an educational setting), the elaboration of a training trajectory, etc. An important aspect of this project is that it concerns an authentic design problems from a real educational practice, which are tackled together with practice. Students are supported during the lectures to make decisions in design teams from a theoretical and methodological perspective. Therefore, the principles of educational design research and community service learning are integrated in the curriculum materials.

Practical component:

For the practical part, design teams of four students are set up. Students learn by designing and working together with the practice: they work on a concrete question together with the practice (e.g., schools) with the aim of creating an innovative ICT-rich solution (prototype). This intervention is central to the course unit. During the lectures, conceptual frameworks are given to help the students with the design of their prototypes. The progress and results are discussed via the seminars.

The team-oriented design of an educational product must be goal-oriented, systematic and stepwise. The intention is to go through an iteration on the basis of an existing design model (e.g. IDI-model). Relevant design models are explained in the lectures. Reflection is more important than the designed solution. To facilitate reflection, a portfolio system will be used so that scaffolds can be built in to promote the reflection process. A blended learning path will be available for this purpose. In the course, attention will be paid to the development of attitudes, including for instance cooperation, a sense of responsibility, dealing with resistance and being open to innovations.

For LIO-students: in-service training of 60 hours. If the student’s total number of hours is between 200 and 499 it might be impossible to perform enough unique training hours for this course. In that case, extra assignments or training is required, in proportion to the missing hours.

Course material

Handbook (Required) : Conducting educational design research, McKenney, S., & Reeves, T. C., 2de, Routledge, 9781138095564, 2018
Digital course material (Recommended) : Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration, Educational Studies, 35(2), 223-235., Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M., 2009
Digital course material (Recommended) : Paradigms in the Theory and Practice of Education and Training Design. Educational Technology, Research and Development, 52 (2), 69-89., Visscher-Voerman, I. & Gustafson, K.L., 2004
Digital course material (Recommended) : The complexity of educational design research, Quality & Quantity, 47 (1), 421-439., Akkerman, S.F., Bronkhorst, L.H., & Zitter, I., 2013
Digital course material (Recommended) : The process of designing for learning: understanding university teachers’ design work. Educational Technology, Research & Development, 65 (1), 125–145., Bennett, S., Agostinho, S. & Lockyer, L., 2017
Digital course material (Required) : Canvas, webslides, e-portfolio, etc.

Additional info

For students of campuses Anderlecht, Diest and Leuven 8 contact hours will be organised. 142h are completed as self-study.

Learning Outcomes

General competences

Programme specific learning outcomes

1, 10, 13, 14, 18

Purpose

"Educational innovation and technology" mainly contributes to the development of the competence "the teacher as innovator-researcher" by improving educational processes with the help of technology, based on the principles of design-oriented research. Students must apply their theoretical, methodological and organisational knowledge in design teams in order to analyse a real educational problem, to design a prototype (solution), and to evaluate the prototype. This course also contributes to the learning outcomes with regard to collaboration and communication with different stakeholders. OLR 18 is therefore central to this course unit.

The student can synthesize innovation theories, research on educational technology, and policy documents and utilise them starting from an authentic problem statement.
The student can act methodically according to the principles of design-oriented research in view of improving a practical issue.
The student can work together in design teams in function of designing, developing, evaluating and reporting innovative ICT-rich educational curriculum materials.
The student can determine conditions that are successful for the implementation of an innovation in the field of educational innovation and technology.

Grading

The final grade is composed based on the following categories:
Oral Exam determines 40% of the final mark.
Written Exam determines 40% of the final mark.
Practical Exam determines 20% of the final mark.

Within the Oral Exam category, the following assignments need to be completed:

Mondeling examen with a relative weight of 40 which comprises 40% of the final mark.

Note: Presentatie en bespreking van de praktijkopdracht, open vragen over het handboek, lesnotities en slides.

Within the Written Exam category, the following assignments need to be completed:

Werkstuk: WPO praktijkopdracht with a relative weight of 40 which comprises 40% of the final mark.

Note: De studententeams krijgen minimaal twee keer tussentijds feedback en worden na afronding van de lessencyclus beoordeeld op basis van het verslag.

Within the Practical Exam category, the following assignments need to be completed:

Individueel stageverslag with a relative weight of 20 which comprises 20% of the final mark.

Note: De student krijgt minimaal een keer tussentijds (online) feedback en wordt na afronding van de lessencyclus beoordeeld op basis van het stageverslag.
Voor studenten met een LIO-statuut: inservice stage (en indien van toepassing de bijkomende opdrachten), beoordeeld door de stagebegeleider

Additional info regarding evaluation

Allowed unsatisfactory mark

The supplementary Teaching and Examination Regulations of your faculty stipulate whether an allowed unsatisfactory mark for this programme unit is permitted.

Academic context