1. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« Student centered course design University of Maribor 15 May 2015 Matyas Szabo – Central European University, Budapest

2. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« What does SCL (student centered learning) mean to you? Please indicate a few instances of SCL at any level at your university. pascl.eu

3. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« Definition of SCL : » represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem solving, critical thinking and reflective thinking.« pascl.eu

4. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« 4 Learning/student centered education flexibility in course offerings (optional/elective) attaching credits to courses based on student workload (not on teacher’s contact hours) problem-based learning, analytical skills/competence developed individual needs/interests addressed teachers as facilitators, fewer contact hours, independent learning ongoing assessment of learning, effective feedback student involvement in quality assurance/evaluation

5. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« Basic principles 1. Reformation of the relationship between teacher and student 2. Empowerment 3. Building community 4. Privileging the individual voice 5. Respect for diversity 6. Challenging traditional views

6. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« Approaches: active rather than passive learning deep rather than surface (or strategic) learning learner: increased responsibility, accountability, autonomy interdependence and mutual respect within teacher-learner reflexivity in both learning and teaching pascl.eu

7. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« Student centered course design What makes a course student centered? How to design courses that are student centered? What are the steps in designing such courses? pascl.eu

8. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design 1. Know the students of the course interests, motivation, needs previous knowledge in the subject values, stereotypes, prejudices career plans level of intellectual development learning styles access to resources pascl.eu

9. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design 2. Involve students in course design ask them about their motivations, wishes, choices share with them your plans (draft syllabus) survey their needs, interests, previous knowledge leave room to cover topics of students’ interests t pascl.eu

10. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design 3. Student-centered content links theory with practice research-informed, up-to-date relevant to future studies/careers develops students' interest in course topics allows and encourages students to develop further in the topics of their interest own individual interest pascl.eu

11. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design 4. Student-centered teaching approach pascl.eu

12. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design 4. Student-centered teaching approach allows students to construct knowledge (rather than absorb) interactive encourages cooperation develops skills required by the discipline as well as transferable skills adapts to individual learning stylestyles pascl.eu

13. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design 5. Student-centered assessment measures learning and individual progress formative rather than summative assessment “as” and “for” learning, not only “of” learning provides ongoing, regular feedback to students develops "real" skills is motivating, challenging pascl.eu

14. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« SCL in course design Course design process pascl.eu

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17. 17 Learning outcomes Needs and interests Course aims Students' background Individual course Scholarly interests Departmental goals Teacher's background Department profile University mission State of the Art in the Discipline

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20. Curriculum Resource Centre: Training Materials Bloom’s taxonomy of cognitive skills (Bloom, 1956) Missing: 4generating 4theorizing ATHERTON J S (2003) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 18 October 2004

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25. Possible formulations of course aims: (indication of hidden teaching philosophy)  the course provides…  aims to introduce (to) students…  it highlights…  intends to develop students’ understanding of …  will discuss with students…  to discover the complexity…  to explore with students …

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30. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« 30 Assessment in course design assessment outcomeslearning input graduates teachingincoming students evaluation

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32. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« 32

33. »The project will be implemented in line with the Operational Programme for Human Resources Development 2007-2013, 3rd priority axis: Development of human resources and lifelong learning, activity 3.3: Quality, competitiveness and responsiveness of higher education.« 33

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37. 37 Trends in assessment* Innovative assessment methods... student-ledteacher-led outcomes (learning)input (teaching) collaborationcompetition explicit criteriaimplicit criteria processproduct courseworkexams multiple methodssingle method TowardsFrom ____________________________ * Brown, G.; Bull, J. and Pendlebury, M. (1997) Assessing Student learning in Higher Education, London: Routledge (p. 13)

38. 38 Characteristics of innovative assessment methods student centered motivating (interesting) intellectually challenging (difficult) developing skills relevant for the discipline (assessment as learning, “learning by doing”) holistic, complex, “real life” developing responsibility for quality “natural”: timely, logical, clear allowing for personal development (individuality, addressing specific needs)

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