Advanced Seminar on Educational Methods in Higher Education
| Numbering Code | G-EDU50 56363 SJ47 | Year/Term | 2022 ・ Second semester | |
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| 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. It is recommended that students take "Seminar in Higher Education Methods A" in the second semester as well. |
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| Course Goals |
- Clarify the characteristics of competency formation and assessment from the perspectives of "integration," "subject-specificity (genericity as a counter-concept)," and "agency, through case studies - Gain skills in implementing collaboratively the whole process from posing a research subtheme and questions to making a presentation and writing a paper |
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| Schedule and Contents |
In the second semester, the participants organize several groups, pose subthemes, and conduct case studies. The participants are expected to make a presentation at an academic meeting (e.g., University Education Forum, JACUE, etc.) and desirably to write an academic paper. The knowledge and guidance needed for a group project will be provided by the instructor, while each group will report on progress of its project a few times in the semester and discuss the problems and challenges among the participants. 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. The report of International Fieldwork (Implications to Japanese higher education) Week 5 & 6. Overview of each case example from the viewpoint of competency formation and assessment Week 7 & 8. Group organization and posing the research subtheme of each group Week 9-12. Groupwork; report on progress and discussions Week 13. Presentations and discussions Week 14. Presentations and discussions; summary and reflection Week 15. Feedback to a final paper (individually, outside the class) |
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| Evaluation Methods and Policy |
【Grading Method】 Students will be evaluated comprehensively based on their participation in group work and reports (on their own group's theme) (participation in group work: 50%, reports: 50 %). Feedback on group work will be given during the class period, and feedback on reports will be given individually outside of the "examination and feedback period". Grading is criterion-referenced. 【Grading Policy】 Students will be evaluated based on achievement goals under the Graduate School of Education grading policy. |
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| Course Requirements |
- Skills to read and interpret references written in English - Understanding about the content of “Seminar on Educational Methods in Higher Education A” in the first semester |
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| Study outside of Class (preparation and review) |
- Each group poses its topic, selects the case of study, and conducts a case study outside as well as in the class. - Each group prepares a report on the progress of a group project. - Each group revises the report on the progress in response to the feedback from other groups and the instructor, organizes a final report, and prepares for a presentation in some academic meeting (e.g., University Education Forum). - Each participant makes a final paper on his/her group project. In response to the feedback from the instructor, the participant will revise and resubmit it. |
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| 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 |
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| References, etc. |
References are introduced during the course. |
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