Personalized education Good practices of tailored tracks in higher education
Geert Speltincx Coordinator Educational Policy
[email protected]
Karel de Grote University College Antwerp, Belgium
6 departments
Teacher Training, Business Management, Applied Engineering & Technology, Health Care, Applied Social Studies and Art & Design
> 10 000 students
Flemish education system
Challenges for higher education • No enrolment restriction or selection process • Large and heterogeneous group of 1st yr students • Relatively high drop-out rate • Widening gap between secondary education outcomes and tertiary education expectations
Personalized education
• Pilot in department of Teacher Education (2008-2011) • Program for KdG (2011-…) • +/- 40 different projects
Objectives
1. respond optimally to the diversity 2. maximize the rate of successful progress 3. create a tailored learning environment 4. prepare for a globalized and rapidly changing society
entering
CURRICULUM
learning to choose
tailored education
towards profession
standard track
course choices
learning routes
bachelor thesis
(supporting)
pre-assessment learning routes
internship
(challenging)
advanced bachelor master
change of direction
LEARNING TRAJECTORY COACHING
COURSE
how to present information consistent with prior knowledge
action and expression
learning outcomes (basic + advanced)
engagement
orientation
differentiation
specialization
choice / starting level
support / challenge
Interest / individual choice
Pre-assessments
Scores on Mathematics (sep 2011)
Do pre-assessments make the difference? “By doing the pre- assessments you
• Student – – –
know your working points. You get to know your own weaknesses for the major Clarify learning objectives courses. The preliminary assessments made me think whether I really wanted Feedback to follow this direction. My results at the Transparencybeginning were not so good, that made me realize that I still have a long way to go.”
• Institute – – – –
Identify students -> support Starting level Strong signal to students Focus on the essence in regular classes
(Hailikari, 2009; Combs et al., 2008)
Challenge excellent students
Teacher Training
Learning routes internship 2nd year
Internship coaching 2.1
LTC
LR2
LR2
Internship 2.2
LR1
Internship 2.1
LR1
LTC
Lesson preparation: Techer Training Initial situation lesson concept
Lesson preparation: technical aspects
Learning routes internship 2nd year
Ask questions and give instructions
Organisation and instructions
Class management
Expressive in the classroom
Variation in methods
Differentiation
Internship coaching 2.1
LTC
LR2
LR2
Internship 2.2
LR1
Internship 2.1
LR1
LTC
Car technology
Communication en français
• Course in the second year • Challenge excellent students • Pre-assessment – 25 best students – Center for adult education – Intensive course
Business Management, Car Technology, Event- and Projectmanagement, Crossmediamanagement, Multimedia and Communication Technology
Formula Student
• • • •
Interdisciplinary team Racing team: car concept, business model, marketing Competition with 140 student teams http://www.formulastudent.com
SME-management startup@campus
• • • • •
Stimulation of entrepreneurship and innovation 2 students start their own small enterprise Coaching by lecturers, experts In place of different courses/internship Students graduate with diploma & enterprise
Primary Education Teacher Training City project
• Selection of 12 first year students • Real case in a city school (intercultural context) • Separate learning group • Selection of courses in a compact version • Future: team of 1st, 2nd and 3d year students
Evidence based
Personalized education
Average student success in Primary Education Teacher Training (1st year, received/initial credits, freshmen)
Teacher Training
Needs of excellent students
• Needs of excellent students
(De Coninck, 2010)
– First year is boring, slow, no challenges – Biggest problem in theoretical courses
• Indicators for better learning according to strong and weak students (Swerts, 2011) – Weak students:
• Lecturer = responsible for learning proces • External regulation
– Strong students:
• Lecturer = coach • Self-regulation
Future research (2012-2013)
• The effects of students’ choice between different methods of testing • Indicators of excellence in workplace learning
More information
[email protected]
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Questions
