ESD

II. Assimilation ESD

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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:

  • illustrate the meaning of the concepts;
  • clarify the relevance of the theory for the practice;
  • make connections between different concepts;
  • apply knowledge;
  • verify the understanding of the learning contents and generate motivation in students.
 
In a number of situations, it is particularly valuable to include examples, namely:
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  • when explaining a difficult concept or principle;
  • when clarifying a concept which is essential for the domain of knowledge;
  • with misunderstood concepts;
  • when introducing concepts which contrast or overlap (e.g. discrimination, racism, ethnocentrism, etc.);
  • with study materials for guided self-study. Students in guided self-study often miss the examples which students normally see during lectures, while these are often essential for understanding a reasoning.
While explaining concepts using examples, it is best to explain the essential characteristics of the underlying concept as well. For example:
Without examples Meaningful examples
Interference occurs when something that used to be well learned can no longer be applied under the influence of an activity learned in a later stage which conflicts with what was previously learned. For example, interference occurs in the following situation. Someone has an Opel Astra at home, then rents a Japanese car for two weeks during his vacation and can't put his own Opel Astra in reverse again after returning home.
Owls live on small mammals. Owls live on small mammals such as field mice and young rabbits.
​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.
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  • Summary. Written-out representation of the key messages as they were discussed before.
  • Summary schedule. Schematic list of the key points and the connections between the key messages.
  • Paraphrasing. Representation of the key messages in other words or from a different point of view.
  • Overview case for practice-oriented programmes. Representation of the key messages in an application context or practice perspective.
 
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

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.).
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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!

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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  • Make sure that the illustration is appropriate for the target group.
  • Do not use too many illustrations, no more than one per page.
  • Place the illustration as close as possible to the text part with which it should be combined.
  • Indicate each illustration in the preceding text part and orient the student on the content of the illustration.
  • It is also better if the text remains intact and the figure is placed beside, below or above the text, for example.
  • Give each illustration a number and a caption and/or title.
  • Keep the illustrations simple, well-organised and of sufficient quality. Avoid copies of copies; it is better to scan the illustrations (preferably black-and-white).
  • With study materials for guided self-study, it is important to provide guidelines for reading and interpreting tables and illustrations.
(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:
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  • "Read the following text and underline the key words."
  • "Look up the meaning of words and expressions you don't understand in a dictionary, encyclopaedia, reference works or on the Internet."
  • "On this blank page, make a short summary of the chapter in text form or schematically."

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.
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