best practice at the uclouvain governance in pedagogical innovation jean-françois denef honorary...
TRANSCRIPT
Best practice at the UCLouvainGovernance in pedagogical
innovation
Jean-François Denef
Honorary prorector for the medical affairs
“Université Catholique de Louvain”
Belgium
« Red telescopi » project
Alfa Program, EU.
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Overview
• Presentation of the general theme/ Take home
message
• Presentation of the different various structures
involved in the governance and innovation in
education
• Some examples of strategic impulses or reforms
• The IPM : Institute of Pedagogy and Multimedia
Pedagogical innovation at the UCL
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Best practice for quality or innovation, but what’s quality or
success?
• « Quality is a key element allowing universities to respond to the needs related to the evolution of their environment. »
European University association (EUA) Forum on quality assurance (Munich, 2006)
• « Future success of universities depends on academics’ capacity to respond energetically to change “
• Ramsden, 2002
Pedagogical innovation at the UCL
Take home message (1)
4Pedagogical innovation at the UCL
Excellence in day to day education mission
Excellence in innovation and adaptation to the changing environment
Excellence in higher education requires
Let’s transform our universities into “learning organizations”
• This is a multidisciplinary challenge involving
–Authorities : Political vision, strategic projects –Efficient administrative and logistic systems–Active and motivated teachers–Good cooperation with students
5Pedagogical innovation at the UCL
Take home message (2)
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Model of governance
Pol itical
Ad ministrative
Ex écutive
Boards and councils
University and faculty administrations
Teachers, students
Pedagogical innovation at the UCL
Evolution of the “political structures”
• CECA (Commission for education of the academic council)– Experts– Building proposals for innovation
– Think tank mission – Rather “far” from the daily practice
• CEPE (commission for education and pedagogy)
7Pedagogical innovation at the UCL
Jacques Draime in: (G Ringlet (ed.)Une aventure universitaire. Racine, 2000
• Examples of proposals (1995 - 1997)
– Five axes for a “more pedagogical university”• Active (student centered ) pedagogy• Personal mentoring for teachers• Teacher teams• Evaluation of courses and tests• Teachers-students coordination comities
– In 1997 : a general tool for course evaluation
8Jacques Draime in: (G Ringlet (ed.)Une aventure universitaire. Racine, 2000
Evolution of the “political structures”(2)
• CEFO (2002) “Council for education and training (or learning)– All three student , teacher and program
approaches have to be considered– Additional missions
• Responsible for proposals but also for the monitoring of the projects
• Coordination of all initiatives• Responsible for the communication towards the
whole academic community
9Pedagogical innovation at the UCL
Evolution of the “executive” structures”
• Founding of the IPM
• Creation of the administration for education (ADRE : 2002) In parallel to the CEFO
• Differentiated management of education and research (2007-2009) :–Faculties : education–Institutes : research
10Pedagogical innovation at the UCL
Some examples of impulses or reforms
• Creation of the FDP “Funds for Pedagogical Development”
• “Gérer sa formation” Manage your own education process
• Bologna process • Student seminar : “Ready-to-use or Ready to think ?
(2006)• Evolution of the fundamental approach in higher
education • The actual strategic plan for education at the UCL
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“Gérer sa formation”“Manage your own education”Objective : to give to students larger responsibility and personal engagement for their own learning
- Induce active reflexion about the choice of orientation
- Introduction of more active pedagogical methods
- Increase the ‘optional part’ in the program
- Development of reorientation pathways
(before the Bologna process)
- Focus on general competences (5C)
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Impact of “Bologna process” 6 years later
• (Discussed in the Louvain la Neuve Meeting, 2011)
– New law about higher university education– Structural changes in higher education
(academies, fusions, …)– Agency for quality in higher education
• (risk of increased formal workload!)
– Minors in the first cycle program (UCL)– No employability of the first cycle– Increased mobility of students
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Evolution of the concepts in higher education
Teaching centered approachDo we teach correctly, let’s evaluate our teaching
Program centered approachIs our program responding to our objectives .Is it coherent and complete ?
Student and Learning outcomes approach Do they learn ? How can we let them learning better?
Do they acquire the competencies we want for them?
Social accountability approachAre the learning outcomes corresponding to the society needs?Do we teach efficiently and ethically?
We are teaching, but do they learn?
Student proposals for better higher education (2006)
• Enhance the interdisciplinary approaches• Increase relations between education and
society• Questioning knowledge• Develop a equity education • Promote qualitative evaluation• Open education to global problems• Get means to promote innovation
• ….15
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• 3 Major transversal learning outcomes
the students must be able to
• acquire and develop knowledge and competences in their own technical and disciplinary field
• Acquire and develop skills in trans disciplinary fieldslanguage, culture (through minor program
• Acquire and develop relational, social responsibility, innovation skills
The actual strategy of the UCL for the education (1)
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3 fundamental axes for action
The student axis
pertinent welcome, information and (re)orientationactions for successLong life learning strategy
The teacher axis
recruitment of valuable peoplecounseling of teachers and help for pedagogical innovationsvalorization of the pedagogical investments
The program axis
Proposals for pertinent programsEvaluation of the results (internal external)Measurement of the adequacy between objectives and resources
The actual strategy of the UCL for the education (2)
Remaining problems
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• Unequal rewarding process for the faculty members (research vs education)
• Progressive increase of the number of students (shortage of logistical and human means)
• Changes in the students behaviour
• Difficult dialog between the political and university worlds
• …