Advanced Seminar on Educational Methods in Higher Education｜Kyoto University OpenCourseWare

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Advanced Seminar on Educational Methods in Higher Education
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Numbering Code	G-EDU50 56362 SJ47	Year/Term	2022 ・ First semester
Number of Credits		Course Type	topics seminar
Target Year	Master's students	Target Student
Language	Japanese	Day/Period	Tue.2
Instructor name	MATSUSHITA KAYO (Center for the Promotion of Excellence in Higher Education Professor)
Outline and Purpose of the Course	This course aims to develop knowledge and competences about the methods of teaching and learning in higher education, as a foundation for further research in the field, through theoretical investigation and case studies. This year, the course will focus on the theme of "Considering the formation and assessment of competencies with a focus on integration, subject-specificity, and agency. Competency has been one of the key concepts driving educational reform in the first half of the 21st century, but it has also been criticized for giving priority to economy, neglecting knowledge, and focusing on genericity. However, as education policy has shifted from a "time-based" to a "outcome-based" approach after the pandemic, there is a renewed need to examine competencies and competency-based education. In this course, we will examine the requirements that competencies must meet in order to become a goal concept for university education, from the perspectives of "integration," "subject-specificity (genericity as a counter-concept)," and "agency.” The first semester (A) will focus on theoretical research based on literature review, while the second semester (B) will focus on case studies including field surveys and interviews. This year, we are planning to visit Minerva University, London, which had been postponed due to the pandemic. (This is in conjunction with "International Fieldwork II (Basic)" in the second semester. There is a possibility that the schedule may change, including the places we visit.) Therefore, those who wish to participate in the research visit are required to take "International Fieldwork II (Basic)" as well. It is also recommended that students take "Seminar in Higher Education Methods B" in the second semester as well.
Course Goals	- Understand the current status and challenges of competency and competency-based education. - Rethink competency in terms of integration, subject-specificity (genericity as a counter-concept), and agency. - Gain skills in examining and making a critique of previous studies theoretically and practically, forming your own opinions through discussion with others, and describing academically your opinions about the problems you have posed
Schedule and Contents	In the first semester, the course will be conducted mainly by reading the references (online resources included) and their discussions. After the lectures presenting the overview of the theme in the beginning of the course, each of the participants makes a presentation about the references, and the participants discuss the issues while the instructor supplements an additional explanation. 　 The presenters are expected to: summarize the content, supplement explanations, select points for discussion, and make a comment. Basic common references are designated, and the presenters contribute to supplementary references to enrich the reference list. The planned course schedule for 15 classes is as follows. Week 1. Course introduction/orientation Week 2. Presentation about the learning outcomes so far Week 3 & 4. Lecture on the meaning of competencies in education Week 5-13. Presentations and discussions Week 14. Summary and reflection Week 15. Feedback to a final paper (individually, outside the class)
Evaluation Methods and Policy	【Grading Method】 Students will be evaluated comprehensively based on their presentations (once or twice per semester) and discussion participation (20%), and a final paper (80%). Presentations are guided before and in the class, and a final paper is given feedback individually outside the class. Grading is criterion-referenced; for a final paper a rubric is provided beforehand with the following criteria: 1) background and problems, 2) claims and conclusions, 3) warrant and facts/data, 4) examination of rebuttals, 5) overall structure, and 6) rules of expression. 【Grading Policy】 Students will be evaluated based on achievement goals under the Graduate School of Education grading policy.
Course Requirements	Skills in reading and interpreting references written in English
Study outside of Class (preparation and review)	- Presenters prepare handouts including summary of the content, supplementary explanations, points for discussion, and comments. - Other participants read designated references and prepare for comments. - Each participant writes a final paper based on his/her own presentation. In response to the feedback from the instructor, the participant will revise and resubmit it.
Textbooks	Textbooks/References	Designing learning through dialogical argumentation: The only thing expected to acquire in school, Matsushita, Kayo, (Keiso Shobo, 2021), ISBN:978-4326251490 OECD Future of Education and Skills 2030: OECD Learning Compass 2030 (A series of concept notes), OECD, (OECD Publishing, 2019), ISBN:None Building the intentional university: Minerva and the future of higher education, Kosslyn, S. M., & Nelson, B., (The MIT Press, 2017), ISBN:978-0262536196
References, etc.	Theory of Knowledge Guide, International Baccalaureate Organization, (International Baccalaureate Organization, 2020), ISBN:None Deep active learning: Toward greater depth in university education, Matsushita, Kayo (Ed.), (Springer, 2017) Other references are introduced during the course.