DEVPROService HES⁠-⁠SO de développement professionnel

CAS Teaching & Learning in Higher Education

Module B - Guiding student learning

Public cible:
The CAS HES⁠-⁠SO in Teaching & Learning in Higher Education is recommended for faculty members teaching in higher education in Switzerland or abroad. Applicants must hold the HES⁠-⁠SO Attestation Didactique or its equivalent, as approved by the CAS Academic Program Director.

It is a common belief that learning is a result of teaching, as is the notion that when an educator teaches, that all the students learn in the same way.  In fact, the reality is different – each learner has a different perspective based on his/her own perspective of the knowledge shared and acquired.  Certain elements are the same for all learners while others are not.  This leads us to learning is a process more complex than we think.

In this module, we will examine the theory and practice behind the science of learning.  What does the research behind this science tell us?  How does this translate into practice?  What is the link between theory and practice?  How do we begin to learn about the students who are the key stakeholders in the learning process?  What role does the instructor take on?  How can we guide students in their learning journey?

Learning Outcomes

Applicable to all modules:

  • Use theory and research to inform one’s own teaching practice
  • Advise one’s colleagues on common pedagogical themes and practical scenarios;
  • Propose strategies for teaching and learning in one’s field, within the institution, and within higher education in general;
  • Work towards continuous improvement in one’s own teaching with the help of both theory and practice.
  • Specific to module B:

  • Describe different theories of learning and their implications for practice
  • Analyze students and how they learn
  • Provide students with strategies for learning that lead to student success
  • Analyze the opportunities and challenges within the teacher/student relationship
  • Integrate concepts from psychology to guide students in their learning
  • Develop lessons that best enable students to learn and retain their learning
  • Schedule:

    Day 1: (3 hours)

    Introduction to module B

  • Presentation of the module, learning outcomes, and general information
  • Exchange around the objectives of the participants
  • What is learning? How do we learn?
  • Day 2: (6 hours)

  • The breakdown of learning terminologies: Outcomes vs. objectives
  • Disciplinary (specific) outcomes) vs. transferrable skills (soft skills)
  • Teaching objectives vs. Learning objectives
  • Complex learning: the realities of higher education
  • Day 3: (6 hours)

  • Students and learning
  • Learning strategies (styles, approach, theories)
  • Motivation (instrinsic vs. extrinsic)
  • Diverse forms of learning (experiential, reflective, transformative)
  • Day 4: (6 hours)

  • Guiding students in their learning
  • Faculty member/Student relationship (beliefs and practice)
  • Mentoring as a form of learning facilitation
  • Le compagnonnage cognitif comme approche de l’accompagnement
  • Group dynamics that aid in student learning
  • Day 5: (3 hours)

  • Development of scenarios to guide and retain learning
  • Sharing of individual scenarios in practice (following the module)
  • Debrief and individual participant feedback
  • Teaching Methods:

    The instructor will use various teaching methods during the module including:

  • Micro-lectures (to bring additional focus and refine understanding)
  • Individual work (to facilitate the acquisition of content knowledge)
  • Small group work (to place participants in situations with socio-cognitive conflicts to share their understanding of the concepts and share perspectives)
  • Class discussion (to provide participants with the opportunity to explore alternative points of view on the course concepts)
  • Evaluation:

    The module has been designed on the theoretical foundations of mastery learning. This means that various methods and strategies are incorporated to ensure that participants achieve the intended learning outcomes for the module; participants must reach these outcomes before moving on in the next stages of study. The approach is based on two essential elements:

  • The presence and active participation of all participants throughout the module
  • Flexibility to adapt learning activities based on the participant level and context
  • Lieu:
    Ecole ou établissement:
    Haute école de gestion Fribourg
    Chemin du Musée 4
    1700 Fribourg
    4 jours
    Frais d'inscription:
    HES-SO   1'200.00
    Hors HES⁠-⁠SO   1'600.00
    Inscriptions ouvertes
    Ch. du Musée 4
    1700 Fribourg
    T. +41 (0) 26 429 65 19
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