(6) Teaching–learning and assessment concept

Action orientation

In order to model action skills in the future professional field as well as sustainable teaching and learning processes in the professionalisation continuum of graduates, learning processes are made conscious, controlled by the students on their own responsibility, and evaluated self-critically. Such a basic understanding requires high standards in teaching; these guarantee a close connection to scientific as well as non-scientific professional fields of action and are characterised by intensive communication between teachers and students (especially about their learning processes) as well as by action-oriented, activating, and student-centred learning arrangements and forms of examination or performance records.

Constructive knowledge acquisition

The conception of the study programmes offered by the PH NÖ enables and requires an approach to higher education didactics that is fundamentally oriented towards dialogue and research-based learning, the elements of which are continuous reflection and a feedback culture. Cultivating them in dialogue from the beginning of the study programme is a primary goal of higher education didactic development. This should and wants to support self-regulated learning in order to enable an active and constructive acquisition of knowledge (cf Baumert et al. 2000, p. 2) in a goal-oriented (action) process through the assumption of responsibility.

Constructive alignment

In the modules, planned teaching–learning activities and assessment methods/performance record are aligned with the respective module objective and the acquisition of skills as well as the intended learning outcomes and an assessment for learning (cf Prengel, 2015). Spaces for specific learning are opened up; these are reflected in skill-oriented course descriptions with information on the respective characteristic orientation of the type of course. Self-study components are integrated into the overall higher education didactic concept of modules; skill descriptions include the learning outcomes from self-study.

Autonomy and enabling didactics

Changed teaching–learning culture is based on a biographical approach, which defines students as independent individuals and autonomous persons and promotes their active engagement with the study content on the basis of their previous experience and knowledge. In this context, diverse learning environments (e.g. flexible and autonomous handling of information or situated learning at different learning locations) are of central importance. Students experience support through blended learning, peer instruction, peer coaching, and collaborative learning communities. At the same time, a path towards enabling didactics (cf. Knauf, 2003; Arnold 2012; Arnold, Prescher & Stroh, 2014) is taken. This requires a broad spectrum of offerings. At the beginning, self-regulated learning is supported through targeted support offers (scaffolding). The focus of higher education didactic considerations is always on the interaction of learning actions from the learner’s perspective and didactic design from the teacher’s perspective (cf Gerholz 2012).

Self-direction through e-learning

The PH NÖ supports the different learning settings through suitable state of the art e-learning strategies and software tools (learning management systems, e-portfolios, social software – blogs, wikis, synchronous and asynchronous communication portals for the recording and distribution of audiovisual media, adapted forms of e-assessment).

Learning platforms

Moodle, Mahara, and the like enable and document knowledge exchange and collaboration between teachers and students as well as between students. Blended learning enables students to self-direct the acquisition of knowledge in terms of time and space by means of media preparation and communication of the content (virtual inputs). Attendance sequences are offered combined with virtual parts (flipped classroom). Learning activities can be designed in a targeted way and different learning paths can be offered, thereby contributing to the personalisation of learning.

Freedom of choice

Compulsory elective modules, free elective modules, and specialisation to be chosen create opportunities for self-responsible and individual consolidation. In all specialisation areas, integrated project work is intended to promote the independence, ability to cooperate, and planning abilities of students.

Networking in the practical field

The modules of the pedagogical–practical studies focus on networking integrative thinking and the action-oriented transfer of skills from the educational science, subject science, and subject didactics studies. Teachers from all areas as well as mentors in the already more than 50 partner schools support, guide, and advise the students in collaborative learning communities.

Practice portfolio

According to the concept of pedagogical–practical studies and the acquisition of skills in the fields of activity, the practical portfolio contains theory- and action-based reflections on specific semester topics; these are documented on the basis of research and reflected on in optional and compulsory semester discussions between teachers and students. The practice portfolio represents performance records; it thus documents the transfer of skills and skill development in the context of the practice phases of the pedagogical–practical concept in a comprehensible manner.

Research orientation

Teachers take into account the research discourse of the respective discipline and guide students to engage with science and research, clarify questions scientifically, and examine knowledge systematically. Research-based learning and explicit research activities as study activities represent an orienting central theme and a didactic requirement. The acquisition of research methodological skills is institutionalised and supported by periodic research-oriented events, internal and external experts, and individual personal counselling. Students (Bachelor’s and Master’s) can use this offer on their own responsibility during the entire study period.

References:

Arnold, R. (2012). Wie man lehrt, ohne zu belehren. 29 Regeln für eine kluge Lehre. Das LENA-Modell. Heidelberg: Carl Auer.

Arnold, R.; Prescher, T. & Stroh, C. (2014). Ermöglichungsdidaktik konkret: Didaktische Rekonstruktion ausgewählter Lernszenarien. Baltmannsweiler: Schneider.

Baumert, J.; Klieme, E.; Neubrand, M.; Prenzel, M.; Schiefele, U.; Schneider, W.; Tillmann, K.-J. & Weiss, M. (2000). Ability for self-regulated learning as a cross-curricular skill. Max Planck Institute for Human Development. (cf https://docplayer.org/72508-Faehigkeit-zum-selbstregulierten-lernen-als-faecheruebergreifende-kompetenz.html)

Gerholz, K.-H. (2012): Promote self-regulated learning in higher education – shape learning cultures. ZFHE 7.3 [June 2012]. (cf http://www.zfhe.at/index.php/zfhe/article/view/439/511)

Knauf, H. (2003). The concept of key qualifications and its significance for higher education. Introduction to the topic. In H. Knauf & M. Knauf (Eds.), Schlüsselqualifikationen praktisch - Veranstaltungen zur Förderung überfachlicher Qualifikationen an deutschen Hochschulen. Blickpunkt Hochschuldidaktik 111, Arbeitsgemeinschaft für Hochschuldidaktik. Bielefeld: Bertelsmann.

Prengel, A. (2016). Didaktische Diagnostik als Element alltäglicher Lehrerarbeit – „Formatives Assessment“ im inklusiven Unterricht. In B. Amreihn & K. Ziemen (Eds.), Diagnostik im Kontext inklusiver Bildung – Theorien, Ambivalenzen, Akteure, Konzepte (p. 49–63). Bad Heilbrunn: Klinkhardt.

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