Learning and Teaching in the Higher Education and Science

Study Course Description

Course Description Statuss:Approved

Course Description Version:6.00

Study Course Accepted:17.03.2023 11:43:55

Study Course Information
Course Code:		PIC_010			LQF level:		Level 8
Credit Points:		2.00			ECTS:		3.00
Branch of Science:		Pedagogy			Target Audience:		Sociology; Health Management; Social Welfare and Social Work; Social Anthropology; Juridical Science; Management Science; Political Science; Communication Science
Study Course Supervisor
Course Supervisor:		Nora Jansone-Ratinika
Study Course Implementer
Structural Unit:		Unit for Continuing Education of Academic Staff
The Head of Structural Unit:
Contacts:		Department of Doctoral Studies: dnrsu[pnkts]lv, +371 67409120. Course Supervisor: nora[pnkts]jansone-ratinikarsu[pnkts]lv, +371 67061581. Riga, Dzirciema Street 16, Floor 4 Office D 410 c
Study Course Planning
Full-Time - Semester No.1
Lectures (count)		8	Lecture Length (academic hours)			2	Total Contact Hours of Lectures		16
Classes (count)		2	Class Length (academic hours)			2	Total Contact Hours of Classes		4
Total Contact Hours									20
Part-Time - Semester No.1
Lectures (count)		4	Lecture Length (academic hours)			2	Total Contact Hours of Lectures		8
Classes (count)		2	Class Length (academic hours)			2	Total Contact Hours of Classes		4
Total Contact Hours									12
Study course description
Preliminary Knowledge:
General knowledge in pedagogy.
Objective:
To provide opportunities for doctoral students to enrich the competence necessary for academic work and career in order to: understand current issues in higher education, pedagogy of higher education institution; and to purposefully implement a student-centered study process.
Topic Layout (Full-Time)
No.	Topic				Type of Implementation		Number	Venue
1	The goals set for the development of higher education and the vision of their implementation in the pedagogy of higher education institution				Lectures		1.00	auditorium
2	The concept and structure of the study ecosystem				Lectures		0.50	auditorium
3	Student-centered learning and teaching approach: its implications in the theory and practice of the pedagogy of higher education institution				Lectures		1.00	auditorium
4	Planning, organization, management and evaluation of study process				Classes		2.00	auditorium
5	Constructive alignment of the study programme, the aim of the course, objectives and study outcomes				Lectures		0.50	auditorium
6	Development of the thematic content and planning of the study course implementation				Lectures		0.50	auditorium
7	Pedagogical substantiation of the choice of learning methods and forms of work				Lectures		1.00	auditorium
8	Assessment approaches of study results and types of examinations				Lectures		1.00	auditorium
9	The pedagogical-digital competence of the university lecturer for the implementation of the technology-enhanched study process				Lectures		1.00	auditorium
10	Evaluation of professional activity of a university lecturer and growth in the development of academic career				Lectures		1.00	auditorium
11	Internal and external assurance of study quality in higher education				Lectures		0.50	auditorium
Topic Layout (Part-Time)
No.	Topic				Type of Implementation		Number	Venue
1	The goals set for the development of higher education and the vision of their implementation in the pedagogy of higher education institution				Lectures		0.50	auditorium
2	The concept and structure of the study ecosystem				Lectures		0.25	auditorium
3	Student-centered learning and teaching approach: its implications in the theory and practice of the pedagogy of higher education institution				Lectures		0.50	auditorium
4	Planning, organization, management and evaluation of study process				Classes		2.00	auditorium
5	Constructive alignment of the study programme, the aim of the course, objectives and study outcomes				Lectures		0.25	auditorium
6	Development of the thematic content and planning of the study course implementation				Lectures		0.25	auditorium
7	Pedagogical substantiation of the choice of learning methods and forms of work				Lectures		0.50	auditorium
8	Assessment approaches of study results and types of examinations				Lectures		0.50	auditorium
9	The pedagogical-digital competence of the university lecturer for the implementation of the technology-enhanched study process				Lectures		0.50	auditorium
10	Evaluation of professional activity of a university lecturer and growth in the development of academic career				Lectures		0.50	auditorium
11	Internal and external assurance of study quality in higher education				Lectures		0.25	auditorium
Assessment
Unaided Work:
Independent work in this study course consists of: (1) Active participation of doctoral students in interactive lectures (2) Solving independent tasks facilitating the acquisition of the thematic content of the course individually, in groups, public presentation, and discussion of the developed content (3) Independent selection and analysis of literature on the chosen topic, which has an interdisciplinary linkage between the pedagogy of higher education institution and the topic of the doctoral thesis (4) Reflection on the observation of the lecture or class led by the member of RSU stuff (5) Independent development of the study course design description on the topic of his/her dissertation in the approach of Backward Design (Wiggins, G. P., & McTighe, J. (2012). The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units. ASCD) (6) Independent self-analysis of the design description of the study course developed (7) Evaluation of the study course design description developed by one peer in accordance with the guidelines developed by the given guidelines (8) Sharing experience in interdisciplinary groups on the lessons learned in the development of the study course design and summarizing the main theses in the presentation. ! The doctoral student's contribution to the improvement of the study process is the provision of meaningful feedback on the study course by filling in its evaluation questionnaire.
Assessment Criteria:
• Active participation in lectures – 25%, • Solving independent tasks – 25% • Independent development, analysis, peer evaluation, and presentation of the study course design description – 50%
Final Examination (Full-Time):		Test
Final Examination (Part-Time):		Test
Learning Outcomes
Knowledge:		- Interprets the contexts of higher education experience and development in Latvia and internationally; - Orients in the principles of theory and practice of student-centered pedagogy; - Knows how to design a study course focused on study outcome achievement; - Understands the nature, approaches, and methods of assessment of learning and teaching achievements;
Skills:		- Analyzes the current pedagogical challenges and development directions in the field of higher education and science; - Chooses legitimate pedagogical approaches, teaching methods, technologies and technological solutions appropriate to the set pedagogical goal and students' learning needs; - Integrates the findings of the doctoral research into the modeling of one's pedagogical activity; - Evaluates the students' learning process, outcomes, and the professional activity of the university lecturer.
Competencies:		- Independently and reasonably propose conceptual solutions for the development of pedagogical innovations in higher education; - Reasonably critically evaluates one's own and colleagues' pedagogical competence to implement interdisciplinary research and evidence-based pedagogical activity.
Bibliography
No.	Reference
Required Reading
1	Yan, Z., & Yang, L. (2022). Assessment as Learning: Maximising Opportunities for Student Learning and Achievement. Routledge. (EBSCO e-grāmata)
2	Butcher, C., Davies, C., & Highton, M. (2020). Designing Learning: From Module Outline to Effective Teaching (Key Guides for Effective Teaching in Higher Education). 2nd ed. Routledge. (EBSCO e-grāmata.)
3	Harden, Ronald M. (2012). Essential skills for a medical teacher: an introduction to teaching and learning in medicine / Ronald M. Harden, Jennifer M. Laidlaw; foreword by Steven L. Kanter. Edinburgh: Churchill Livingstone/Elsevier. (akceptējams izdevums)
4	Race, P. (2015). The Lecturer's Toolkit: a practical guide to learning, teaching and assessment. London: Routledge.
5	Schunk, D. (2019). Learning Theories: An Educational Perspective. 8th ed. Pearson.
6	Marshall, S. (2020). A Handbook for Teaching and Learning in Higher Education. 5th ed. Routledge.
Additional Reading
1	Barkley, E. F. (2010). Student Engagement Techniques: a Handbook for College Faculty. San Francisco: Jossey-Bass.
2	Dickman, N. and Schuster, B. (2020). Active education for future doctors. Springer. (EBSCO e-grāmata.)
3	International Journal of Teaching and Learning in Higher Education.
4	Learning and Teaching in Higher Education. (EBSCOhost Academic Search Complete ar viena gada embargo.)
5	Šteinberga, A. (2011). Pedagoģiskā psiholoģija augstskolā. Rīga: Rīgas Tehniskā universitāte.
6	Robinson, V. M. (2011). Student-Centered Leadership. San Francisco: Jossey-Bass; Chichester: John Wiley.
7	Visvizi, A., Lytras, M. D., Daniela, L. (2018). The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. (Emerald Studies in Higher Education, Innovation and Technology). United Kingdom: Emerald.
8	Ārvalstu studentiem/For international students
9	Barkley, E. F. (2010). Student Engagement Techniques: a Handbook for College Faculty. San Francisco: Jossey-Bass.
10	Dickman, N. and Schuster, B. (2020). Active education for future doctors. Springer. (EBSCO e-grāmata.)
11	Robinson, V. M. (2011). Student-Centered Leadership. San Francisco: Jossey-Bass; Chichester: John Wiley.
12	Visvizi, A., Lytras, M. D., Daniela, L. (2018). The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. (Emerald Studies in Higher Education, Innovation and Technology). United Kingdom: Emerald.
Other Information Sources
1	European University Association (EUA)
2	The European Higher Education Area (EHEA)