ESD
II. Assimilation ESD
More information about structure and structural elements can be found below STRUCTURE: |
“Teachers should guide without dictating, and participate without dominating.” - C.B. Neblette
II.I In Concrete Terms
II.I.I. Examples
Advice:
Regularly illustrate the learning contents with examples to implement and regulate the learning process. These can be woven into the learning content casually or they can be included more explicitly. With examples, you can:
In a number of situations, it is particularly valuable to include examples, namely:
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While explaining concepts using examples, it is best to explain the essential characteristics of the underlying concept as well. For example:
Argumentation:
In the constructivist theory of learning, an important role is reserved for the context of learning (situated learning). In other words, learning will be more meaningful when students are placed in authentic and/or realistic learning situations. However, this is not possible for all learning contents. It is also important to be able to apply knowledge in a variety of situations. Examples also make the study material more readable and increase the concentration. Through examples, students find anchors in their prior knowledge. |
II.I.II Meaningful Conclusion, Summaries
Advice:
At the end, provide a synthesis of the given learning contents to regulate the learning process. This doesn't necessarily have to be done with a summary; a variety of methods is possible as well.
An integrative synthesis is preferably not too detailed, refers to frameworks used to frame the knowledge and does not only repeat loose facts and concepts. If students need to memorise certain items that are covered throughout the syllabus, it may be useful to include a list of learning points which students need to remember at the end. Gradually, you can ask students to make a meaningful conclusion themselves as a learning activity. |
Argumentation:
Learning contents are often presented step by step in the syllabus. After reading parts of the syllabus, students need an overview of and coherence between the given learning contents. Particular emphasis can be placed on the learning contents' relevance to the practice. Image: Retrieved from http://cepatoolkit.blogspot.be/2010_08_01_archive.html on 9 November 2016
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II.I.III Complementary (ICT) Tools
Advice:
Digital tools are didactic instruments, and the choices lecturers make to employ a certain tool and the manner in which they use it are crucial for the proper functioning of this supporting material (e.g. SoftChalkLessonBuilder, Hot Potatoes, Q-Port, Dileahs, mind mapping tools, Articulatie, EasyResize, Gimp, YouTube, CoWeb, etc.). Argumentation: Because we have an eye for the different learning styles of students when developing the study material, we provide variety in the learning material. This allows students to actively process the learning content in different ways, depending on their learning style or style of preference. |
Need inspiration? Be sure to take a look at www.onderwijstools.be!
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II.I.IV Illustrations
Advice:
Frequently add an illustration or a non-textual element such as a photo, drawing, graph, diagram or table. Choose illustrations that directly contribute to the learning process of the student (instructive illustrations). There are a number of general rules for illustrations:
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(Department of Education and Training Flemish Government, 2016)
Argumentation:
The most important function of illustrations lies in the combined effect of both a textual and visual presentation of information. Students retain learning contents better if they are offered in different ways. Especially students who are rather visually oriented will learn more from a syllabus text with visual representations than without. |
II.I.V Study Tips
Advice:
Frequently use study pointers or study tips which help students to actively process and regulate the learning contents in a structured manner. Examples of explicit study tips or instructions:
Provide different types of study tips to appeal to students with different learning styles. Make a distinction according to the level of the students. At the beginning of their study, students need more study tips than at the end. You can expect senior students to be able to use the appropriate study strategies. Some guidance helps to bring them to this degree of independence. Study tips are very important in study materials for guided self-study. They help students to gain an insight in the way they should process the syllabus. |
Argumentation:
Since higher education is more about processing large quantities of complex knowledge and skills, 'learning by heart' is no longer a sufficient learning strategy. The above tips provide support to students and they learn to distinguish main and secondary issues, make connections, apply knowledge, structure, etc. |
II.II Background Information
Examples
Teunissen, F. (1998). Lesgeven op papier: Effectieve leerteksten schrijven. Houten/Diegem: Bohn Stafleu Van Loghum.
Valcke, M. (2005). Onderwijskunde als ontwerpwetenschap. Ghent: Academia Press.
Meaningful conclusion, summaries
Teunissen, F. (1998). Lesgeven op papier: Effectieve leerteksten schrijven. Houten/Diegem: Bohn Stafleu Van Loghum.
Complementary (ICT) tools
De Zitter, M., Knockaert, J., Sap, H. & Bocklandt, P. (2008). Activerend digitaal begeleid leren. Grasduinen in tools voor lesgeven. Internal document. Ghent: Artevelde University College Ghent.
Illustrations
Teunissen, F. (1998). Lesgeven op papier: Effectieve leerteksten schrijven. Houten/Diegem: Bohn Stafleu Van Loghum.
Teunissen, F. (1998). Lesgeven op papier: Effectieve leerteksten schrijven. Houten/Diegem: Bohn Stafleu Van Loghum.
Valcke, M. (2005). Onderwijskunde als ontwerpwetenschap. Ghent: Academia Press.
Meaningful conclusion, summaries
Teunissen, F. (1998). Lesgeven op papier: Effectieve leerteksten schrijven. Houten/Diegem: Bohn Stafleu Van Loghum.
Complementary (ICT) tools
De Zitter, M., Knockaert, J., Sap, H. & Bocklandt, P. (2008). Activerend digitaal begeleid leren. Grasduinen in tools voor lesgeven. Internal document. Ghent: Artevelde University College Ghent.
Illustrations
Teunissen, F. (1998). Lesgeven op papier: Effectieve leerteksten schrijven. Houten/Diegem: Bohn Stafleu Van Loghum.
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