Karel de Grote-Hogeschool Antwerpen Coaching students to learn in an electronic environment Paul Catteeuw Iasį (EuroEd), 25 June 2009

Karel de Grote-Hogeschool Antwerpen 1 Introduction I had a dream…. or … was it a nightmare?

Karel de Grote-Hogeschool Antwerpen 2 Reason Electronic learning platform Blackboard Portfolio methodology Change of curriculum Research

Karel de Grote-Hogeschool Antwerpen 3 Intercultural Communication 1.Why ICC? 2.What is ICC? 3.How do you teach ICC? 4.How do you assess ICC? 5.Role of the lecturer

Karel de Grote-Hogeschool Antwerpen 3.1 Why ICC? Changing society Integration of – Knowledge (thinking) – Competence (doing) Social constructivism Here and there Critical factor for success

Karel de Grote-Hogeschool Antwerpen 3.2 What is ICC? Training intercultural competence  Theoretical basis  Practical learning and reflection Interaction culture - communication Basic competence Business: from contact to contract

Karel de Grote-Hogeschool Antwerpen Competence Definition competence A competence is the integrated use of KNOWLEDGE SKILLS ATTITUDES PERSONAL CHARACTERISTICS to carry out correctly a certain task or to solve problems in a specific professional situation

Karel de Grote-Hogeschool Antwerpen

Basic Intercultural Competence ‘I am a critical and conscious citizen (1) and I can function flexibly (3) and interculturally (3) in an open and respectful manner (2) in the multicultural and diverse society (6) in which I live (4) and work (5)’ The right to differ

Karel de Grote-Hogeschool Antwerpen Levels in acquiring competence Miller’s Triangle Proficiency: applying competence Advanced: understanding through exercise Basic: knowing + knowing how DOES SHOWS HOW KNOWS HOW KNOWS

Karel de Grote-Hogeschool Antwerpen 3.3 How do you teach ICC? Ex cathedra: traditional education Social constructivism New methods of teaching (Creative learning environment) Hilde Debacker, Onderwijzen met souplesse. Flexibiliseren in onze hogeschool, Antwerpen (KdG), 2005.

Karel de Grote-Hogeschool Antwerpen 3.4 How do you assess ICC? Traditional exams Social constructivism Different forms of assessment/evaluation Hilde Debacker, Onderwijzen met souplesse. Flexibiliseren in onze hogeschool, Antwerpen (KdG), 2005.

Karel de Grote-Hogeschool Antwerpen 3.5 Role lecturer LectureFacilitate

Karel de Grote-Hogeschool Antwerpen 3.5 Role lecturer (2) Learning paradigm: a powerful learning environment Activating and student centered education Competence directed education Linking with labour market Construction of knowledge = central Lecturer = support/guide/facilitator = coach Peter Bursens en Caroline Van Loon, Een simulatiespel als werk- en evaluatievorm, ECHO-workshop, februari 2007

Karel de Grote-Hogeschool Antwerpen 4 Creative learning environment 1.Activating work forms 1.Introductory questions, buzz sessions, discussion 2.Problem solving thinking 3.Actuality: streaming 4.Preparatory tasks 5.Examples, media 2.Coaching 3.Group work: reflection groups 4.Feedback 5.Electronic environment: Blackboard a.o. Hilde Debacker, Onderwijzen met souplesse, o.c.

Oefening: je eigen territorium In het onderstaande schema staan verticaal een aantal verschillende ruimtes en voorwerpen en horizontaal een aantal verschillende personen. Geef voor elke ruimte aan of je het vervelend zou vinden als de persoon die in de horizontale kolom staat, die ruimte zou betreden of in het voorwerp zou kijken zonder daar toestemming voor te vragen. levenspartnermoedervaderbeste vriend(in) collegavage kennis onbekende HallXX HuiskamerXX WCXX TuinXX KeukenXX WerkkamerXX SlaapkamerXXX BadkamerXXX BureauladeXXXX IJskastXXX TasXXXXXX

Opdracht 2 - Vul in (maximaal 3 items per categorie) Oefening: stereotype beelden CultuurVlaanderenNederlandEngelandLand naar keuze  Spanje SchildersRubens Van Dyck DijkstraPicasso AuteursPieter Aspe Marc De Bel Annie MG Smidt Thea Beckman JK Rowling Victoria Beckham De Cervantes Helden StedenAntwerpen Brussel Brugge Rotterdam Amsterdam Den Bosch Londen Oxford Manchester Madrid San Sebastian Valencia Pers en televisieEen Canvas VTM TV 1-2-3BBC CNN TVE

Karel de Grote-Hogeschool Antwerpen 5 (Innovating) assessment Process assessment Assessment portfolio 1.Self-assessment 2.Peer assessment 3.Co-assessment 4.Course reader Product- evaluation

Karel de Grote-Hogeschool Antwerpen Criteria good evaluation Validity –Measure what you want to measure Reliability –No mistakes in measuring Efficiency –Balance assets and liabilities Transparancy –Clarity for students Peter Bursens en Caroline Van Loon, Een simulatiespel als werk- en evaluatievorm, ECHO-workshop, februari 2007

Karel de Grote-Hogeschool Antwerpen 6 Conclusion Factoren –Integration of teaching methods –Integration of assessment methods Environmental factors –Infrastructure and support ICT –Schedules and trajects –Stable electronic environment

Karel de Grote-Hogeschool Antwerpen 6 Conclusion (2) Contra –Uncertainty students Forms of work and assessment –Manpower: heavy Need of basis for support Pro –Intellectual satisfaction –Job satisfaction

Karel de Grote-Hogeschool Antwerpen Paul Catteeuw