ESD

I. Orienting ESD

  • concrete and clear objectives
  • references and citations
  • prior knowledge of students
  • topical and relevant content
  • references to experience of students​

I.I In Concrete Terms

I.I.I. Concrete and Clear Objectives

We project a lot of our own ambiguity on students.
It is a permanent challenge to make our study material clearer and more transparent to our students in terms of objectives and expectations.

Advice:
Formulate objectives that provide an answer to the question what students should achieve as a result of the learning process. Objectives make education more transparent and more goal-oriented. By providing concrete and clearly formulated objectives, students know exactly how to prepare their learning process. Ideally, the objectives are mentioned in the study material and on the ECTS sheet of the course unit.
Quality criteria for objectives:
  • Always start from the competences and the related competence level.
  • Describe in detail what your expectations are concerning knowledge, skills and attitudes, and coordinate this with the testing methods.
  • State the objectives that describe what result the student must achieve.
  • Objectives are teacher-independent. Be creative when you work out these objectives by using teaching didactics, activities and content.
Vague objectives Concrete objectives
The student knows which basic movements exist within the field of psychology. The student can name and recognise the basic movements within the field of psychology.
The student has an insight into different forms of therapy. The student analyses and compares the strengths and weaknesses of different therapies.
The following criteria contribute to concrete and clear expectations:
  • Specific
  • Measurable
  • Acceptable
  • Realistic
  • Time-bound
Argumentation:
​Learning is goal-oriented. If students know what the intention of the education is, they will adjust their learning activities accordingly.
Stages of competence development Objective
Type Active verbs
KNOW Knowledge (reproduction)
Observation/perception		 NAME, RECOGNISE, LIST, REPEAT, READ OUT, DEFINE, UNDERLINE, NAME METHOD, …
KNOW HOW Insight CLARIFY, DESCRIBE, CATEGORISE, EXPLAIN, INTERPRET, PLAN, PUT IN ORDER, SELECT, SUMMARISE, GIVE AN EXAMPLE OF, INDICATE CONTRADICTIONS, COMPARISONS, COMBINE, ORGANISE, …
SHOW Application
Implementation
Analysis		 DEMONSTRATE, APPLY, USE, CARRY OUT, CONSTRUCT, EXPERIMENT WITH, BUILD, DEDUCE, UNRAVEL, DESCRIBE, RELATE, ILLUSTRATE, DINSTINGUISH, …
DO Production and integration
(application in complex situations)		 DESIGN, ORGANISE, MAKE A PLANNING, INVENT, PRESIDE A MEETING, SUBSTANTIATE, DISCUSS, ASSESS, DEFEND AND ANALYSE
(Artevelde University College Office of Educational Development and Internationalisation, 2015)
Use the handy quick sheet to formulate concrete objectives and coordinate these with BaMaFlex and assessment methods.
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin

I.I.II. References and Citations
Advice:
Referring to sources/reference materials and citing other documents is best done using an established method. Within Artevelde University College, the APA format is predominantly used to cite text fragments or refer to other publications.

The Office of Library Services drew up a comprehensive document with all necessary information about writing correct source references: Bibliographic references – guidelines and examples. Source references can easily be created in text editors like Word (see the instructional video on the left).

Argumentation:
Students implicitly learn how to refer if they are always confronted with the same system within the programme.

I.I.III Prior Knowledge of Students

It is a permanent challenge to make our study material clearer and more transparent to our students in terms of presumed prior knowledge.

Mentioning in the study material what is presumed to be prior knowledge, provides direction to students... Interactive working methods such as word clouds and mind maps allow students to reflect on their own prior knowledge.
http://www.wordle.net
http://www.coggle.it​

I.I.III Topical and Relevant Content

Image: https://goo.gl/q0c9yA
Advice:
Base the study material on various perspectives and information sources which the learning process can implement and regulate. For example, have your study material reviewed and/or completed by colleagues and experts from the professional domain and work field. Contacts with the professional field through internships can be an interesting source for coordination, for example.
​
Argumentation:
Artevelde University College is a dynamic knowledge organisation which, in consultation with the professional field, offers programmes with a high reference value. Innovation and knowledge development are priorities in this.

I.II Background Information

​Concrete and clear objectives​
Leidraad bij het competentiegericht (her)ontwerpen van opleidingsprogramma’s (2004). Office of Educational Development and Internationalisation, O&O. Internal document. Ghent: Artevelde University College Ghent.
Quicksheet ECTS fiches (2011). Office of Educational Development and Internationalisation, O&O. Internal document. Ghent: Artevelde University College Ghent.
Artevelde University College Ghent Office of Educational Development and Internationalisation. (2015, 15 September). Visie en Strategie: quicksheet +. Retrieved from Dinar: https://studentarteveldehsbe.sharepoint.com/sites/dinar/Diensten/ADIOEI/OnderwijsEnStudenten/VisieEnStrategie/quicksheet%20+.pdf

References and citations
Meysman, H. (2007). Gids voor de bachelorproef in de PBA in het onderwijs: secundair onderwijs: richtlijnen voor studenten en promotoren: Arteveldehogeschool Campus Kattenberg. Internal document. Ghent: Artevelde University College Ghent.
Meysman, H. & Vanderhoeven, J. L. (2008). Paper, project of scriptie: van muisklik tot tekst. Leuven: Acco.
Word 2016 - Create Citation and Bibliography How to Tutorial in Microsoft Office 365 with Windows 10. (2017, February 26). Opgehaald van YouTube: https://www.youtube.com/watch?v=r4srwwHGWzg.
Raedts, M. & Masui, C. (2006). Van vraag tot tekst: praktische leidraad voor literatuurverslagen. Leuven: Acco.
Willocx, C. (2001). Citeren en refereren: schriftelijke, mondelinge, audiovisuele en elektronische bronnen. Leuven: Garant.
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