Change Project Approach for Reorienting University …
269
(continued)
Typical cycles
Latvia, RTU
Ukraine, SSU
Sweden, UU
Cycle 2:
Potential value
Output:
Describe a specific
resource this activity
produced for you (e.g., an
idea or a document) and
why you thought it might
be useful
The course was not
only interesting and
fascinating, but also
informative. As a
result, SWOT analysis
was carried out and a
draft of changes was
developed. A feedback
was received from
colleagues and
moderators of the
course, which allowed
rethinking many
points that did not
occur before and
improving the draft of
the study program.
New colleagues and
friends appeared, with
whom we continue to
work on various
project applications
and articles
The BUP course provided
new view on solving the
traditional problems of
university quality
teaching and inspired to
design specifically the
change project.
Both new teacher-training
program and the creative
educational space
IdeaLab formed a
promising basis for
systemic change in
teaching methods towards
more innovative ones for
university teachers under
periodical series of
obligatory
teacher-trainings for all
university teaching staff
The CPA course
gave room for a
deep discussion on
the meaning of ESD
and how it connects
to critical thinking.
This has resulted in
an attempt to
consciously
implement critical
thinking in the
introductory course
in the business
program and
intentions to have a
more personal
dialogue with
students on
existential questions
that will
furthermore create a
better room for
creative methods
and vision for the
future
Cycle 3:
Applied value
Application:
Tell how you used this
resource in your practice
and what it enabled that
would not have happened
otherwise
The course was
created in
collaboration with
colleagues in our
department in the
Faculty of Engineering
Economics and
Management at Riga
Technical University.
We worked as a team,
discussed topics that
need to be included in
the syllabus,
developed case studies
and assignments
Teachers engaged in the
new training program in a
new learning space shared
their experience of new
innovative teaching
methods. It appeared that
there was an essential
number of them already
using “non-traditional”
teaching methods, but
they did not have
opportunity to share the
experience and felt
themselves being not
legitimated to use such
“out-of-box” approach
The newly designed
learning space IdeaLab
provided more physical
space for group work,
active gaming techniques,
flexibility of switching
the type of group work
arrangement (mini groups
vs one big group vs pair
work)
The change project
realization is still in
progress
(continued)
269
(continued)
Typical cycles
Latvia, RTU
Ukraine, SSU
Sweden, UU
Cycle 2:
Potential value
Output:
Describe a specific
resource this activity
produced for you (e.g., an
idea or a document) and
why you thought it might
be useful
The course was not
only interesting and
fascinating, but also
informative. As a
result, SWOT analysis
was carried out and a
draft of changes was
developed. A feedback
was received from
colleagues and
moderators of the
course, which allowed
rethinking many
points that did not
occur before and
improving the draft of
the study program.
New colleagues and
friends appeared, with
whom we continue to
work on various
project applications
and articles
The BUP course provided
new view on solving the
traditional problems of
university quality
teaching and inspired to
design specifically the
change project.
Both new teacher-training
program and the creative
educational space
IdeaLab formed a
promising basis for
systemic change in
teaching methods towards
more innovative ones for
university teachers under
periodical series of
obligatory
teacher-trainings for all
university teaching staff
The CPA course
gave room for a
deep discussion on
the meaning of ESD
and how it connects
to critical thinking.
This has resulted in
an attempt to
consciously
implement critical
thinking in the
introductory course
in the business
program and
intentions to have a
more personal
dialogue with
students on
existential questions
that will
furthermore create a
better room for
creative methods
and vision for the
future
Cycle 3:
Applied value
Application:
Tell how you used this
resource in your practice
and what it enabled that
would not have happened
otherwise
The course was
created in
collaboration with
colleagues in our
department in the
Faculty of Engineering
Economics and
Management at Riga
Technical University.
We worked as a team,
discussed topics that
need to be included in
the syllabus,
developed case studies
and assignments
Teachers engaged in the
new training program in a
new learning space shared
their experience of new
innovative teaching
methods. It appeared that
there was an essential
number of them already
using “non-traditional”
teaching methods, but
they did not have
opportunity to share the
experience and felt
themselves being not
legitimated to use such
“out-of-box” approach
The newly designed
learning space IdeaLab
provided more physical
space for group work,
active gaming techniques,
flexibility of switching
the type of group work
arrangement (mini groups
vs one big group vs pair
work)
The change project
realization is still in
progress
(continued)