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.
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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.
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