Kies de Nederlandse taal
Course module: 201600024
Educational Design & Consultancy
Course infoSchedule
Course code201600024
ECTS Credits5
Category / LevelM (Master)
Course typeCourse
Language of instructionEnglish
Offered byFaculty of Social Sciences; Graduate School Sociale Wetenschappen; Educational Sciences;
Contact personprof. dr. L. Kester
Telephone030 253 3778
dr. R.E. Hagemeijer
Other courses by this lecturer
Contactperson for the course
prof. dr. L. Kester
Other courses by this lecturer
Teaching period
2  (12/11/2018 to 01/02/2019)
Teaching period in which the course begins
Time slot-: Not in use
Study mode
Enrolling through OSIRISNo
Enrolment open to students taking subsidiary coursesNo
Waiting listNo

This course aims to ensure students are able to: a) analyse design and advisory issues in a scientifically substantiated way and b) formulate practically oriented and realistic advice and communicate this to the parties concerned (orally and in writing).
This course focuses on achieving the following objectives.
1. Acquiring knowledge of and insight into:
a) current design and advisory issues focused on the learning of individuals and organisations based on national and international academic literature and feedback from the field of education;
b) the way in which an Educational Consultant supports organisations in resolving design and advisory issues.
2. Applying knowledge and insight with the aim of:
a) analysing design and advisory issues in a multidisciplinary way by applying various theoretical perspectives in the area of educational science;
b) applying various, appropriate designs, redesigns and/or advice to design and advisory issues based on well-formulated and substantiated criteria (such as applicability and significance).
3. Forming an opinion through:
a) critical reflection and determining a position with regard to designs, redesigns and/or advice based on the theoretical perspectives in the area of educational science and the formulated criteria.
4. Communicating about:
educational research and scientifically-based educational methodology with partners within and outside the academy (pitch, discussion and advisory report).
5. Developing learning skills by:
a) reflecting critically on one’s own work and drawing conclusions for supplementing one’s own competence in the context of career and job market orientation.
Issues from the field of education and training are covered on the basis of systematic and theoretical analyses. Choosing aspecific issue is part of your individual profile or specialisation within the course (important: this choice is only available to students enrolled in the MSc Educational Sciences!). You can choose between Instructional Design and Evaluation (IDE) and Learning in Organisations (LiO)In the specialisation of Instructional Design and Evaluation, for example, you might consider issues on the subject of learning environments, curriculum design, assessment or learning analytics. Examples of issues relevant to Learning in Organisations include those in the area of lifelong learning for professionals, educational innovations and change management in organisations. The subject areas must be closely related to the practical context and should be communicated in terms of a substantiated recommendation.
We will also cover the advisory role you could fulfil as an Educational Consultant. An Educational Consultant is intended to bridge the gap between theory and practice. To do so, it is important that you are able to provide an adequate assessment of:
•           the specific issue the client is dealing with (problem definition);
•           the theoretical perspectives that are important in the problem analysis and in giving recommendations; the contextual factors (such as resources and time) that are important in giving a final recommendation;
•           the ethical aspects (such as conflicts of interest and completeness) that may play a role in this.
Web lectures, video clips and associated literature should be studied before the start of the majority of sessions. During the sessions, the subject matter will be discussed in a critical way. Students enrolled in the MSc Educational Sciences choose a specific type of working group session, namely Instructional Design and Evaluation or Learning in Organisations. The choice will only affect the way in which the individual assignments are carried out (see section 5). If you choose Learning in Organisations, for example, you must then also focus on a Learning in Organisations related issue in your advisory report and your pitch.
There are three main activities during the sessions: a) answering questions on the subject of the studied literature, b) supervising the assignments and c) giving a presentation. The presentation is a short overview of the subject matter. Groups of four or five students are responsible for a critical, in-depth discussion of the web lectures, video clips and associated literature. The presentation groups are formed during the first session. The sessions and assignments will in principle be held or carried out in  English.
Important! This course builds on the themes, theories and topics discussed during the courses Instructional Design and Evaluation and Learning in Organisations (block 1, MSc Educational Sciences). It is therefore strongly recommended that students, if necessary intimately familiarize themselves with the corresponding subject matter.
Entry requirements
You must meet the following requirements
  • Enrolled for a degree programme of faculty Faculty of Social Sciences
  • Enrolled for one of the following degree programmes
    • Applied Cognitive Psychology
    • Child and Adolescent Psychology
    • Clinical and Health Psychology
    • Clinical Child and Adolescent Psychology
    • Clinical Child, Family and Education Studies
    • Clinical Psychology
    • Cultural Anthropology: Sustainable Citizenship
    • Education, Socialization and Youth Policies
    • Educational Design and Consultancy
    • Educational Sciences
    • Multiculturalism in comparative perspective
    • Neuropsychology
    • Orthopedagogy
    • Policy Analyses and Organisations
    • Social and organisational psychology
    • Social Policy and Public Health
    • Social Policy and Social Interventions
    • Social Psychology
    • Social, Health and Organisational Psychology
    • Sociology: Contemporary Social Problems
    • Work and Organizational Psychology
    • Youth Studies
    • Youth Studies
    • Youth, Education and Society
Required materials
Gather articles. Collect and study literature (approx. 300 pages). Required reading will also be made known prior to the first session.
Recommended materials
American Psychological Association (2010). Publication Manual of the American Psychological Association (6th ed.). Washington: APA.
Instructional formats


Small-group session


Test weight80
Minimum grade5.5

You are able to:
- present a detailed account of a current issue on the subject of educational science;
- analyse the issue critically from various perspectives on the basis of scientific literature;
- communicate appropriate proposals for interventions;
- conduct discussions and determine a standpoint with regard to these perspectives and interventions

Test weight0
Minimum grade-

The elaboration of the individual paper (the advice) is pitched during the final working group session. The quality of the pitch and the answering of possible questions is assessed.

Test weight20
Minimum grade5.5

The web lecture and associated literature are the basis for an overall presentation given in small groups during one of the working group sessions. You will provide a short summary of the web lecture and the literature and manage the course and subject matter of the in-depth discussion on the design or advisory issue central to the session.

Kies de Nederlandse taal